At 10:48 AM -0500 3/19/01, Steven Specht wrote:
>But is it really forgotten (see "savings effect")?
Depends upon how much is 'saved' (see clinical vs. statistical significance).
>Paul Brandon wrote:
>
>> Because it promotes cramming (see spaced vs. massed practice).
>> Material tends to be learn
A comprehensive final exam is a good example of relearning with savings. If
students are given questions covering the entire semester, they must relearn
the same material they learned for the first time. I know of no evidence
that suggests that relearning material once increases long term reten
With respect to Joe Hatcher's question about why people might NOT require
final exams,
Paul Brandon wrote:
At 09:38 AM 3/19/01 -0600, Paul Brandon wrote:
>Because it promotes cramming (see spaced vs. massed practice).
>Material tends to be learned the night before and forgotten the next day.
I
But is it really forgotten (see "savings effect")?
Paul Brandon wrote:
> Because it promotes cramming (see spaced vs. massed practice).
> Material tends to be learned the night before and forgotten the next day.
>
> At 8:50 AM -0600 3/19/01, Hatcher, Joe wrote:
> >Hello all,
> > Over the y
Because it promotes cramming (see spaced vs. massed practice).
Material tends to be learned the night before and forgotten the next day.
At 8:50 AM -0600 3/19/01, Hatcher, Joe wrote:
>Hello all,
> Over the years I have learned the danger of being certain about
>anything concerning teaching,
Hello all,
Over the years I have learned the danger of being certain about
anything concerning teaching, but one of the things that I am most certain
of is that the final exam is not only the most important exam of the course,
but is one of the best and most essential learning experiences
