Learning and remembering simple lesson content.
Degree GrantorUniversity of Canterbury
Degree NameMaster of Arts
The computation of residual recall scores was used to study the relationship between individual differences and the forgetting of lesson content over a 7 week retention interval. 14 different predictor measures were employed, and these were eventually reduced, by factorial and logical analysis, to 8 representative measures. When performance on the learning test had been taken into account, no other characteristics of the subjects were found to be related to recall performance on new items. Thus no relationship between individual differences and forgetting was indicated. Half of each subject’s learning test items were erpeated in the recall test, and analysis of these items indicated that taking the learning test had a differential effect on the recall of that particular items involved. For the 11 year old children in the sample, recall of the items in the learning test was a function of verbal intelligence and attitude to school. The relationship, which was significant but small, was additional to the relationshp between learning and recall performance. 133 children representing all the Form 1 children in 3 Christchurch primary schools participated in the study.