Comparison of opportunities to respond and generation effect as potential causal mechanisms for incremental rehearsal with multiplication combinations

Anne F. Zaslofsky, Sarah E. Scholin, Matthew K Burns, Sashank Varma

Research output: Contribution to journalArticlepeer-review

3 Scopus citations

Abstract

Incremental rehearsal (IR) is an intervention with demonstrated effectiveness in increasing retention of information, yet little is known about how specific intervention components contribute to the intervention's effectiveness. The purpose of this study was to further the theoretical understanding of the intervention by comparing the effects of opportunities to respond (OTR) and generation demand on retention of multiplication combinations. Using a between subject 2 × 2 factorial design, 103 4th and 5th grade students were taught seven multiplication combinations using one of four versions of IR that orthogonally varied OTR (high versus low) and generation demands (high versus low). A two-way ANOVA revealed main effects for OTR, generation demands, and an interaction of the two factors. The effect of generation demands was large (d = 1.31), whereas the overall effect of OTR was moderate (d = 0.66). Critically, the two factors interacted, with the largest learning gains observed when OTR and generation demands were both high. The results of this study suggest that generation demand is an important factor in the effectiveness of rehearsal interventions.

Original languageEnglish (US)
Pages (from-to)71-78
Number of pages8
JournalJournal of school psychology
Volume55
DOIs
StatePublished - Apr 1 2016

Keywords

  • Generation effect
  • Intervention
  • Mathematics
  • Opportunities to respond

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