Self-Derivation as a Tool to Enhance Learning Public

Abstract

Retrieval practice, also known as the testing effect, is an established tool used to enhance learning by asking questions in order to actively recall learned information. Memory integration means combining facts learned across separate learning episodes, and self-derivation through memory integration refers to the process of deriving a novel fact by merging these facts. There has been little research comparing the roles of retrieval practice and self-derivation through integration in promoting long-term retention and knowledge extension. Because retrieval practice requires the recall of information, it represents a shallower level of processing. On the other hand, self-derivation represents a deeper level of processing because it requires memory integration. In the current study, we aimed to measure the effectiveness of different levels of processing in promoting long-term retention and knowledge extension. We hypothesized that a deeper level of processing will promote knowledge extension while a shallower level of processing will promote long-term retention of information. Before we investigated this question, we conducted Experiment 1A to validate stimuli that are used in Experiment 1B (which investigates this question). Stimulus sets that met certain criteria (see methods section) continued to be used in Experiment 1B, in addition to stimulus sets that had been validated in prior studies. Experiment 1B (like Experiment 1A) used a recursive integration paradigm (see Appendix Fig. 2) to compare a control condition (no questions), retrieval practice condition (fact questions), and self-derivation condition (integration questions) in performance on 2-day or 7-day delay stem- fact questions (to measure retention) and integration questions (to measure knowledge extension). There were three major findings from Experiment 1B – initial performance in the retrieval practice condition was better than initial performance in the self-derivation condition, those who performed well initially also tend to perform well in delayed testing, and the self- derivation condition yielded significantly better performance on stem-fact questions than the retrieval practice condition or control condition. The last finding in particular was interesting because it illustrates the utility of self-derivation in promoting learning. These results should be interpreted cautiously and more studies are needed to validate these results. 

Table of Contents

Introduction.....................................................................................................................................1

Experiment 1A.................................................................................................................................9

Method.................................................................................................................................9

Participants..............................................................................................................9

Materials and Measures..........................................................................................10

Stimuli.......................................................................................................10

Buffers.......................................................................................................10

Procedure..............................................................................................................11

Learning Phase I.......................................................................................12

Learning Phase II......................................................................................12

Test Phase.................................................................................................13

Data Scoring and Analysis.....................................................................................13

Results and Discussion......................................................................................................14

Experiment 1B...............................................................................................................................15

Method..............................................................................................................................15

Participants...........................................................................................................15

Materials and Measures.........................................................................................15

Stimuli.......................................................................................................15

Buffers.......................................................................................................16

Procedure...............................................................................................................16

Learning Phase I........................................................................................16

Learning Phase II.......................................................................................17

Test Phase I...............................................................................................17

Learning Phase II.......................................................................................18

Test Phase II..............................................................................................18

Data Scoring and Analysis.....................................................................................18

Data Reduction..........................................................................................19

Results....................................................................................................................20

Initial Test Performance: Test Phase I.......................................................20

Delayed Test Performance: Test Phase II...................................................21

Relations between Initial and Delayed Test Performance..........................24

Discussion..............................................................................................................25

General Discussion.........................................................................................................................26

Limitations.........................................................................................................................31

Future Directions...............................................................................................................32

Conclusion.........................................................................................................................33

References......................................................................................................................................35

Figure 1..........................................................................................................................................38

Figure 2..........................................................................................................................................39

Figure 3..........................................................................................................................................40

Figure 4..........................................................................................................................................41

Figure 5..........................................................................................................................................42

Figure 6..........................................................................................................................................43

Figure 7..........................................................................................................................................44

Figure 8..........................................................................................................................................45 

About this Honors Thesis

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School	Emory College
Department	Psychology
Subfield / Discipline	Cognition and Development
Degree	B.A.
Submission	Honors Thesis
Language	English
Research Field	Psychology, Cognitive Psychology, General
Mot-clé	Self-Derivation Memory Learning Retrieval Practice
Committee Chair / Thesis Advisor	Bauer, Patricia, Emory University
Committee Members	Barber, Jessica, Emory University Cafferty, Patrick, Emory University

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