مقايسه اثر مكررخواني تراكمي و توزيعي بر ميزان يادآوري و رابطه آن با زمان برگزاري آزمون

Comparing the Effect of Cumulative and Distributive Re-Reading on Recall in Relationship to the Time of Examination

To assess the differences between three methods of studying, one-time reading, cumulative and distributive re-reading, and the impact of time passage on recall, a cluster sample of 72 eight graders matched on grade point average was divided into 6 subgroups, each consisting of 12 students. Three subgroups each using one of the three methods were tested immediately after studying while the other three subgroups were tested after a two day delay using a set of short answer questions on a text read by all students. Results show that re-reading is better than one-time reading, and distributive re-reading is more effective than cumulative re-reading. Furthermore, the immediate recall is better than the delayed one no matter which method is used. There seems to be an interaction between method and time of recall, as the cumulative re-readers did better on immediate recall while the distributive re-readers did better on delayed recall.