Lecture 1- Complete guide
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116 Terms
What is performance?
Observable, short-term ability during practice.
What is learning?
Lasting knowledge or skill, shown on a later test.
Why can practice performance mislead you?
Doing well now does not guarantee later recall.
What is a desirable difficulty?
A challenge that improves long-term learning despite making practice harder.
When is a difficulty undesirable?
When the learner lacks the knowledge needed to work through it.
What is storage strength?
How firmly a memory is learned.
What is retrieval strength?
How accessible a memory is right now.
Why is retrieval strength a poor measure of lasting learning?
Recency and cues can make a weak memory temporarily easy to access.
What did Simon and Bjork have participants practice?
Three key-press patterns, either blocked or interleaved.
What is blocked practice?
Finish repeated practice of one type before starting another.
What is interleaved practice?
Mix different types throughout practice.
Which group did better during Simon and Bjork’s practice?
The blocked group.
What did the blocked group predict about later performance?
They expected to do well; they were overconfident.
Which group retained the key-press patterns better later?
The interleaved group.
What is the main lesson of Simon and Bjork’s study?
Better practice performance can mean worse long-term learning.
Why does blocking feel effective?
Repeating the same task makes the next attempt easier.
Why might interleaving work?
It forces you to distinguish tasks and retrieve the right approach.
What is transfer?
Applying learning to a new problem or setting.
Why vary practice conditions?
Variation makes learning more flexible and less dependent on one context.
What happened when people studied in two different rooms?
They later recalled more than people who studied twice in one room.
What happened in Bjork’s beanbag example?
Children who practiced varied distances did better on a later fixed-distance test.
What were Fowler and Barker’s three groups?
Read; read and highlight; or read pre-highlighted text.
What did Fowler and Barker find after one week?
All three groups remembered about the same amount.
Why can highlighting fail to help?
It emphasizes isolated facts and may miss connections.
What else makes highlighting difficult?
Students may highlight minor points instead of central ideas.
What did Rothkopf vary in the rereading study?
Whether passages were read zero, one, two, or four times.
How was memory tested in Rothkopf’s study?
Participants filled in missing key words in passages.
What did Rothkopf find?
One reading helped greatly; a second helped modestly; more added little.
What are the three problems with rereading?
Diminishing returns, weak inference learning, and false mastery.
What are diminishing returns?
Each extra reading adds less benefit.
Why might rereading not help inference questions?
Familiarity with the text does not ensure you can connect ideas.
What is recognition?
Identifying an answer when you see it.
What is recall?
Producing an answer without seeing it.
How does rereading create false mastery?
Recognizing familiar text feels like knowing it, even if you cannot recall it.
How can you check whether you truly know something?
Close the material, recall it, then check your answer.
When is rereading useful?
To fix a specific gap discovered through self-testing.
What is generating an explanation?
Explaining why something is true in your own words.
Why can generating explanations help?
It connects new information to what you already know.
What were Pressley’s three conditions?
No explanation, a provided explanation, or a self-generated explanation.
What did Pressley find?
Self-generated explanations produced about twice as much later recall.
Did receiving an explanation help as much as generating one?
No; the provided and no-explanation groups performed similarly.
What did Rohrer and Taylor study?
Blocked versus interleaved practice on volume problems.
Which group did better during Rohrer and Taylor’s practice?
The blocked group.
Which group did better on the later math test?
The interleaved group.
What scores does Bjork report for Rohrer and Taylor’s delayed test?
About 63% interleaved versus 20% blocked on new problems.
Why might interleaving help on a math exam?
You must identify the problem type and choose the right method.
What was learned in Bjork’s artist-style study?
Which artist made a new painting, based on examples of each style.
Which worked better for learning artists’ styles?
Interleaving paintings by different artists.
Which did many participants mistakenly think worked better?
Blocking paintings by artist.
Why might interleaving help identify artists?
It highlights differences between their styles.
What is spaced or distributed practice?
Revisiting the same material across separated sessions.
What is massed practice?
Doing the study sessions close together, as in cramming.
What is the spacing effect?
Spacing improves long-term retention compared with massing.
What did participants learn in the Bahrick studies described in lecture?
Word-pair associations.
What spacing schedules were compared in the lecture’s Bahrick example?
Sessions back-to-back, one day apart, or one month apart.
Which schedule looked better on Bahrick’s practice tests?
Less spacing.
Which schedule produced better delayed retention?
More spacing.
Why can cramming feel effective?
Recently seen answers are easy to access temporarily.
Does spacing require more total study time?
No; you can distribute the same time across days.
What is retrieval practice?
Bringing an answer to mind without looking.
What is the testing effect?
Attempting retrieval improves later memory.
What happened in the Butler/Roediger study described in lecture?
People read passages, then tested on half and reread half.
Which passages did they remember better a week later?
The tested passages.
What are the two benefits of self-testing?
It strengthens memory and reveals knowledge gaps.
What is the metacognitive benefit of testing?
It shows what you actually can and cannot recall.
Why check answers after a practice test?
To correct mistakes and identify what to review.
What is the generation effect?
Producing an answer yourself improves learning more than being shown it.
How are generation and testing related?
Both make you actively produce information.
What does Bjork mean by studying on the “output side”?
Retrieve and explain information instead of only rereading it.
What is the read-recite-review method?
Read, recall without looking, then check and correct.
Why is a summary written from memory useful?
It practices retrieval and reveals missing information.
How should you use a flashcard?
Recall the answer before flipping it; then check.
Why use a larger flashcard stack?
It spaces out repetitions of each card.
When should you retire a flashcard?
After recalling it correctly several times, not just once.
What should you do with a missed flashcard?
Return to it sooner and correct the answer.
How can you make a definition flashcard stronger?
Add an example, explanation, or comparison.
Why answer questions before reading?
Even guessing can help you learn the answer when you encounter it.
What should you focus on while reading?
Understanding, self-questions, and connections—not just finishing.
What should you do before class?
Read the assigned material for understanding.
What should you do during class?
Attend, limit distractions, and record useful explanations.
Why can multitasking during class hurt learning?
Switching attention disrupts processing of the lecture.
What should you do after class?
Review your notes and try recalling the main ideas.
How should you organize yourself at the semester’s start?
Read the syllabus, calendar deadlines, and plan study time early.
How should you prepare for an exam?
Space study, self-test, check answers, and revisit weak areas.
How can a study group help?
Members can quiz and explain concepts to each other.
How should you prepare for a cumulative final?
Start early and self-test across the whole course.
Why does sleep matter for learning?
It helps consolidate memories; sleep loss hurts attention and memory.
Which lecture strategies have low effectiveness?
Highlighting alone and rereading.
Which lecture strategies have moderate effectiveness?
Generating explanations and interleaving.
Which lecture strategies have high effectiveness?
Spacing and self-testing.
A student masters one topic’s cards and never revisits them. What is missing?
Spacing and interleaving.
A chapter feels familiar, but you cannot explain it closed-book. What happened?
You mistook recognition for recall.
You do worse while mixing practice problems. Does that mean mixing failed?
No; interleaving can hurt practice scores but improve later learning.
What is the lecture’s best overall flashcard approach?
Mix cards, retrieve answers, check them, and repeat across days.