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THE PREDICTIVE AND MEDIATING QUALITIES OF UPDATING AND EPISODIC MEMORY FOR RETRIEVAL PRACTICE: AN EXAMINATION OF THE EPISODIC CONTEXT ACCOUNT
Umeå University, Faculty of Social Sciences, Department of Psychology.
Umeå University, Faculty of Social Sciences, Department of Psychology.
2017 (English)Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
Abstract [en]

There is vast evidence for the effectiveness of retrieval practice being a robust learning strategy. Several theories have focused on underlying mechanisms for the testing effect resulting in different conclusions. This study examined the episodic context account, which highlights episodic memory and updating as two central concepts for retrieval practice. The current study investigated the predictive and mediating qualities of episodic memory and updating for retrieval practice and repeated study, using a within-subject design with high school students (N=253). The participants studied 60 Swahili-Swedish word-pairs, where 30 word-pairs were subject to repeated study and 30 word-pairs to retrieval practice. The intervention was measured at three retention intervals; immediate, one week and four weeks. The participants also completed two updating tests and an episodic memory test. The results supported the testing effect. Updating accounted for a greater proportion of the variance in the performance for retrieval condition, whereas episodic memory, to a greater extent, explained the variance in performance for the study condition. Results showed that the relationship between episodic memory and performance is significantly mediated by updating. Overall, the results suggested that episodic memory and updating are central functions for retrieval practice, which supports the episodic context account. 

Abstract [sv]

Testbaserat lärande (retrieval practice) är en effektiv inlärningsstrategi med stort stöd i empirisk forskning. Flera teorier har avhandlat de bakomliggande mekanismerna för test-effekten, vilket har resulterat i olika slutsatser. Denna studie undersökte the Episodic Context Account, en teori som betonar episodiskt minne och uppdatering som två centrala begrepp för testbaserat lärande. De prediktiva och medierande egenskaperna hos episodisk minne och uppdatering för testbaserat lärande och upprepad inläsning (repeated study) studerades genom en inomgruppsdesign med gymnasieelever (N=253). Deltagarna studerade 60 swahili-svenska ordpar, där 30 ordpar omfattades av testbaserat lärande och 30 av upprepad inläsning. Interventionen mättes vid tre olika retentionsintervall; direkt, en vecka och fyra veckor. Deltagarna genomförde även två uppdateringstest och ett episodiskt minnestest. Resultaten gav stöd för testeffekten. Uppdatering förklarade en större proportion av variansen för testbaserat lärande-betingelsen, medan episodiskt minne, i högre grad, förklarade variansen för upprepad inläsnings-betingelsen. Resultaten visade att sambandet mellan episodiskt minne och prestation medieras signifikant av uppdatering. Sammanfattningsvis tyder resultaten på att episodiskt minne och uppdatering är centrala funktioner för testbaserat lärande, vilket stödjer teorin; the episodic context account. 

Place, publisher, year, edition, pages
2017. , p. 27
National Category
Psychology
Identifiers
URN: urn:nbn:se:umu:diva-143324OAI: oai:DiVA.org:umu-143324DiVA, id: diva2:1168397
Educational program
Study Programme for University Diploma in Psychology
Presentation
2017-12-19, 14:14 (Swedish)
Supervisors
Available from: 2018-01-02 Created: 2017-12-20 Last updated: 2018-01-02Bibliographically approved

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CiteExportLink to record
Permanent link

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Citation style
  • apa
  • ieee
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  • vancouver
  • Other style
More styles
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