Fact learning: how information accuracy, delay, and repeated testing change retention and retrieval experience.

Published

Journal Article

Previous classroom studies have shown that the phenomenology of studied facts changes over time. However, pedagogical needs preclude both the study of errors and the separation of the effects that delay and repeated testing have on retention and retrieval experience. We addressed these issues together in an experiment where participants read stories containing correct and misleading information and provided Remember, Just Know, and Familiar judgements on immediate and delayed general knowledge tests. After 2 days, information learned from the stories shifted from Remembered to Just Known, but repeated testing attenuated this shift. Interestingly, similar patterns of retrieval and phenomenology were observed for correct and misleading information with one important difference--the shift over time to Just Knowing was significantly greater for correct than for misleading information. Together, these findings show the roles of information accuracy, delay, and testing in determining both retention and the subjective experience of retrieval.

Full Text

Duke Authors

Cited Authors

  • Barber, SJ; Rajaram, S; Marsh, EJ

Published Date

  • November 2008

Published In

Volume / Issue

  • 16 / 8

Start / End Page

  • 934 - 946

PubMed ID

  • 18949663

Pubmed Central ID

  • 18949663

Electronic International Standard Serial Number (EISSN)

  • 1464-0686

International Standard Serial Number (ISSN)

  • 0965-8211

Digital Object Identifier (DOI)

  • 10.1080/09658210802360603

Language

  • eng