Retrieving Essential Material at the End of Lectures Improves Performance on Statistics Exams

By Keith B. Lyle, N. Crawford. 2011

185 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Cognitive Neuroscience, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/6d1c9f774b26981619c19bdca21e1cdb1c77a0ba

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In Artificial Intelligence

In Cognitive Neuroscience

In Experimental and Cognitive Psychology

Citations in the corpus

Retrieval-Based Learning: A Perspective for Enhancing Meaningful Learning (2012, unknown): “Lyle and Crawford (2011) reported on a method they called “Practicing Unassisted Retrieval to Enhance Memory for Essential Material” (PUREMEM), which essentially involved giving students brief quizzes at the end of each lecture in a college statistics course.”
The Power of Successive Relearning: Improving Performance on Course Exams and Long-Term Retention (2013, result): “By comparison, in prior studies showing positive effects of practice testing on course-related outcomes, the interventions involved practice tests that were developed by instructors, researchers, or textbook publishers (e.g., Daniel and Broida 2004; Lyle and Crawford 2011; McDaniel et al. 2012; Shap”
The Testing Effect in the Psychology Classroom: A Meta-Analytic Perspective (2017, unknown): “…al., 2015 Bing, 1984 Bjork et al., 2014 Cranney et al. , 2009 Daniel & Broida, 2004 Downs, 2015 Howard, 2011 Johnson & Kiviniemi, 2009 Khanna, 2015 Lyle & Crawford, 2011 McDaniel et al., 2007 Rawson et al., 2013 Saville et al., 2012 Schwede et al. , 2015 Shapiro & Gordon, 2012 Stenlund et al.,…”
Retrieval Practice Consistently Benefits Student Learning: a Systematic Review of Applied Research in Schools and Classrooms (2019, background): “When reported, we found that instructors at the undergraduate level tended to also be the researchers (e.g., Batsell et al. 2017; Leeming 2002; Lyle and Crawford 2011; Saville et al. 2012), whereas instructors at the K-12 level were not the researchers (e.”
Retrieval Practice & Bloom’s Taxonomy: Do Students Need Fact Knowledge Before Higher Order Learning? (2019, background): “…student populations (e.g., middle school students to medical school students), subject areas (e.g., introductory history to CPR skills), and time delays (e.g., from a few days to 9 months; Kromann, Jensen, & Ringsted, 2009; Lyle & Crawford, 2011; Roediger, Agarwal, McDaniel, & McDermott, 2011).”
Quizzing in Middle-School Science: Successful Transfer Performance on Classroom Exams (2013, unknown): “…have demonstrated that quizzing can enhance performance on course assessments relative to no quizzing, for both online quizzing (Angus & Watson, 2009; Daniel & Broida, 2004; Kibble, 2007) and in-class quizzing (e.g., Bangert-Drowns, Kulik, & Kulik, 1991; Leeming, 2002; Lyle & Crawford, 2011).”