The Effect of Learning Condition on Memory for and Integration of Related Information
| dc.contributor.author | Kendrick, Rennie Michelle | |
| dc.date.accessioned | 2020-09-29T22:04:17Z | |
| dc.date.available | 2020-09-29T22:04:17Z | |
| dc.date.issued | 2020 | |
| dc.description | 77 pages | |
| dc.description.abstract | Although we often are tasked with learning pieces of information that are related in some way in educational settings, the learning conditions that promote learning of and connections across related information are still poorly understood. In this thesis, I asked: Which instruction methods promote learning of and connections across (integration of) related information? In the two experiments in this thesis, participants were presented related information in two different formats, and we assessed their memory for related information, in addition to how well they could integrate related information to derive new knowledge. The two presentation formats incorporated the same number of exposures of related information, but the sequence with which information was presented was manipulated: In one presentation format (blocked) participants strongly learn one set of information, before being confronted with a related set of information, whereas participants learn related information in parallel in the other (interleaved). In Experiment 1, we found that blocked presentation enhanced both memory for and integration of related information. However, given potential effects of testing order on our results, we more closely examined memory for related information in Experiment 2. In Experiment 2, we no longer found a difference in overall memory for related information between the two presentation formats. In fact, we found evidence that presence of shared information enhanced learning of related information after interleaved presentation only. Regardless, the results of both experiments demonstrated that manipulating just the sequence with which information is presented, without increasing the number of exposures, can enhance learning, an impactful finding in an era of increased pressures to maximize instructional time. | en_US |
| dc.identifier.uri | https://hdl.handle.net/1794/25766 | |
| dc.language.iso | en_US | |
| dc.publisher | University of Oregon | |
| dc.subject | Psychology | en_US |
| dc.subject | Education | en_US |
| dc.subject | Cognitive Psychology | en_US |
| dc.subject | Memory | en_US |
| dc.subject | Integration | en_US |
| dc.subject | Interleaved | en_US |
| dc.subject | Instruction | en_US |
| dc.subject | Neuroscience | en_US |
| dc.subject | Cognition | en_US |
| dc.title | The Effect of Learning Condition on Memory for and Integration of Related Information | |
| dc.type | Thesis/Dissertation |