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"Bahrick, Harry P"
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Maintenance of Foreign Language Vocabulary and the Spacing Effect
In a 9-year longitudinal investigation, 4 subjects learned and relearned 300 English-foreign language word pairs. Either 13 or 26 relearning sessions were administered at intervals of 14, 28, or 56 days. Retention was tested for 1, 2, 3, or 5 years after training terminated. The longer intersession intervals slowed down acquisition slightly, but this disadvantage during training was offset by substantially higher retention. Thirteen retraining sessions spaced at 56 days yielded retention comparable to 26 sessions spaced at 14 days. The retention benefit due to additional sessions was independent of the benefit due to spacing, and both variables facilitated retention of words regardless of difficulty level and of the consistency of retrieval during training. The benefits of spaced retrieval practice to long-term maintenance of access to academic knowledge areas are discussed.
Journal Article
Life-Span Maintenance of Knowledge
This volume describes how well we maintain the knowledge we acquire throughout life. Research traditionally focuses on memory for events that are retained over short time periods that can be accommodated in experiments. This book, by contrast, uniquely describes the evolution of methods suitable for investigating memory of complex knowledge acquired over several years and retained during the entire life-span. The methods substitute statistical for experimental controls, and the investigations involve several hundred participants whose memory is tested up to 50 years after they acquired the knowledge in question.
The book covers educational content, such as mathematics and foreign languages; knowledge acquired incidentally, such as the streets and buildings of the cities in which we live; and knowledge acquired through the media. Previously unpublished research on age-related access to knowledge is included.
The analyses are based on the accessibility/availability ratio, a metric presented for the first time. This metric allows comparisons of the portion of available knowledge that can be recalled as a function of age, education and other individual differences, and as a function of the domain of knowledge in question. The ratio can be used to evaluate methods of instruction and methods of studying. It can also be used to evaluate memory development and to diagnose memory pathology.
The volume will be of interest to researchers in human memory, developmental psychologists, gerontologists in academic and applied settings, and educators.
eBook
Accuracy and Distortion in Memory for High School Grades
The relation between accuracy and distortion of autobiographical memory content was examined by verifying 3,220 high school grades recalled by 99 college students. Accuracy of recall declined monotonically with letter grade, from 89% for grades of A to 29% for grades of D. The positive correlation between achievement and accuracy of recall is attributed to more frequent rehearsals of affectively positive content and to greater accuracy of reconstructive inferences based on homogeneous, generic memories. Most errors inflated the verified grade, and the degree of asymmetry of the error distribution is used as an index of the degree of distortion. Distortions are attributed to reconstructions in a positive, emotionally gratifying direction. Contrary to expectation, the percentage of accurate recall and the degree of asymmetry of the error distribution were uncorrelated. This finding indicates that the process of distortion does not cause forgetting of the veridical content. Rather, distortion reflects bias in reconstructive inferences that occur after the veridical content has been forgotten for other reasons.
Journal Article
Fifty Years of Second Language Attrition: Implications for Programmatic Research
Individuals currently enrolled or having recently completed high school or Coll Spanish courses (N = 146) & individuals who had taken 1 or more courses during secondary school or Coll & whose instruction had taken place from 1 to 50 years prior to the study (N = 587) along with individuals who had no formal instruction in Spanish (N = 40) were given tests including reading comprehension, recall & recognition vocabulary, grammar recognition & recall, & idiom recognition & recall. Questionnaires providing information about Spanish instruction, grades obtained in courses, & exposure to Spanish were also completed by all Ss. Results indicate that information becomes part of permanent memory by a process that is discrete rather than cumulative. The nature of life-span of different kinds of linguistic material is considered. Reading comprehension scores are more difficult to quantitate because they depend on recall of several aspects of the lang. Data indicate that much content from language instruction can survive 50 years or longer. Grades received in courses are valid predictors of subsequent retention. Participation in a single language course leaves little if any lasting effect. Implications of the findings for language instruction are discussed. 5 Tables, 5 Figures, 8 References. B. Annesser Murray
Journal Article
