Long Term Memory for Different Types of Classroom Knowledge

摘要

Two studies examined students' long-term retention of knowledge learned incollege courses. In Experiment I retention for four different types of tasks was measured 4 and 11 months after the term ended. Overall students retained a great deal of what they originally learned. Retention for the recognition, recall, comprehension, and mental skill learning tasks differed only for the recall task which was significantly lower than the others. Experiment II analyzed knowledge retention in student tutors. Tutors retained more knowledge after four months than did the students they tutored. This suggests that tutoring, a type of overlearning, has positive effects that are maintained over time.