Retrieving Essential Material at the End of Lectures Improves Performance on Statistics Exams

Lyle, Keith B.; Crawford, Nicole A.

doi:10.1177/0098628311401587

Cited by 180Memory Processes and InfluencesStatistics Education and MethodologiesInnovative Teaching Methods

Retrieving Essential Material at the End of Lectures Improves Performance on Statistics Exams

Lyle, Keith B., Crawford, Nicole A.·2011·Teaching of Psychology

DOI 10.1177/0098628311401587

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Abstract

At the end of each lecture in a statistics for psychology course, students answered a small set of questions that required them to retrieve information from the same day’s lecture. These exercises constituted retrieval practice for lecture material subsequently tested on four exams throughout the course. This technique is called the PUREMEM (pronounced “pure mem”) procedure for Pure Memory or Practicing Unassisted Retrieval to Enhance Memory for Essential Material. Exam scores were significantly and substantially higher in a section of the course taught with the PUREMEM procedure than one taught without it. Students liked the procedure and believed it increased learning via several different mechanisms.

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Similar benefits of in-class quizzes in college classes have been seen in a Psychology Research Methods class, an Introductory Psychology class, and a Statistics for Psychology class at large state universities.
“Similar benefits of in-class quizzes in college classes have been seen in a Psychology Research Methods class (Bjork et al. 2014), in an Introductory Psychology class (Batsell et al. 2017), and in a Statistics for Psychology class (Lyle & Crawford 2011), all of them at large state universities.”
From Practicing Retrieval Facilitates Learning (2021) · cites this paper as Lyle & Crawford 2011

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“…uthor M anuscript A uthor M anuscript tasks tapping episodic memory (e.g., Carrier & Pashler, 1992), semantic memory (e.g., Butler & Roediger, 2008; Lyle & Crawford, 2011; Roediger & Karpicke, 2006), procedural learning (Kromann, Jensen, & Ringsted, 2009), and language acquisition (e.g., Barcroft,…”
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Authors: Lyle, K. B., & Crawford, N. A.
Affiliations: University of Louisville (US)
Corresponding author: Lyle, Keith B.
ORCID: Lyle, Keith B.
Venue: Teaching of Psychology
Publisher: SAGE Publications
Published: 2011-03-23
Volume: 38
Issue: 2
Pages: 94-97
ISSN: 0098-6283 (ISSN-L)
1532-8023
DOI: 10.1177/0098628311401587
OpenAlex: W2090017607
Cited by: 180
References: 9
Citations by year: 2026: 3 · 2025: 6 · 2024: 25 · 2023: 11 · 2022: 11 · 2021: 14 · 2020: 8 · 2019: 17 · 2018: 17 · 2017: 12 · 2016: 14 · 2015: 13 · 2014: 8 · 2013: 9 · 2012: 7
FWCI: 4.39
Type: journal article
Language: en
Open access: closed
Licence: journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations: Teaching of Psychology (publishedVersion)
Topics: Life Sciences › Neuroscience › Cognitive Neuroscience › Memory Processes and Influences
Physical Sciences › Mathematics › Statistics and Probability › Statistics Education and Methodologies
Social Sciences › Education › Innovative Teaching Methods
Keywords: retrieval practice, statistics education, exam performance, memory enhancement, lecture method, student perceptions, statistics in psychology

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Retrieving Essential Material at the End of Lectures Improves Performance on Statistics Exams

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