Persistent Link:
http://hdl.handle.net/10150/186576
Title:
Long-term retention of semantic knowledge.
Author:
Insel, Kathleen Collins.
Issue Date:
1993
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
Two hierarchical regressions were posed to examine the relative contribution of several predictor variables on retention test performance. The retention test encompassed content from a beginning graduate level statistics class. Cross-sectional methodology was employed to include students who had taken the course sometime during a twenty-two year interval. This study had a unique opportunity to examine long term remembering in an ecological setting where the content area and the teaching had been stable. Grade, from the original course, was the strongest predictor in both hierarchical models. Other independent variables which had significant impact on retention test performance were number of continuing classes in statistics and number of classes in research design and methodology. Rehearsal frequency as well as rehearsal recency were significant predictors. The level of original learning and what one does during the retention interval are more important than the length of the interval itself. The effect of spaced vs. mass practice, as defined by the length of the acquisition interval, was examined. Subjects who took the course over a 15 week semester session outperformed subjects who had the 5 week summer session. In this study, the rate of decline was affected by the subject's age at the time of the retention test. This indicates increasingly rapid forgetting during adult development and has implications for the maintenance of marginal knowledge.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Dissertations, Academic.; Developmental psychology.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Educational Psychology; Graduate College
Degree Grantor:
University of Arizona
Committee Chair:
Nicholson, Glen I.

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleLong-term retention of semantic knowledge.en_US
dc.creatorInsel, Kathleen Collins.en_US
dc.contributor.authorInsel, Kathleen Collins.en_US
dc.date.issued1993en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractTwo hierarchical regressions were posed to examine the relative contribution of several predictor variables on retention test performance. The retention test encompassed content from a beginning graduate level statistics class. Cross-sectional methodology was employed to include students who had taken the course sometime during a twenty-two year interval. This study had a unique opportunity to examine long term remembering in an ecological setting where the content area and the teaching had been stable. Grade, from the original course, was the strongest predictor in both hierarchical models. Other independent variables which had significant impact on retention test performance were number of continuing classes in statistics and number of classes in research design and methodology. Rehearsal frequency as well as rehearsal recency were significant predictors. The level of original learning and what one does during the retention interval are more important than the length of the interval itself. The effect of spaced vs. mass practice, as defined by the length of the acquisition interval, was examined. Subjects who took the course over a 15 week semester session outperformed subjects who had the 5 week summer session. In this study, the rate of decline was affected by the subject's age at the time of the retention test. This indicates increasingly rapid forgetting during adult development and has implications for the maintenance of marginal knowledge.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectDissertations, Academic.en_US
dc.subjectDevelopmental psychology.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineEducational Psychologyen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.chairNicholson, Glen I.en_US
dc.contributor.committeememberSabers, Darrellen_US
dc.contributor.committeememberKihlstrom, John F.en_US
dc.contributor.committeememberVan Ort, Suzanneen_US
dc.identifier.proquest9421781en_US
dc.identifier.oclc721365016en_US
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