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

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

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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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Additional file 1 of Single-paper meta-analyses of the effects of spaced retrieval practice in nine introductory STEM courses: is the glass half full or half empty?
Bego, C. R., Lyle, K. B., Ralston, P. A. S., Immekus, J. C., Chastain, R. J., Haynes, L. D., Hoyt, L. K., Pigg, R. M., Rabin, S. D., Scobee, M., et al. (2024) · Figshare · doi:10.6084/m9.figshare.26678252
Self-citation
Additional file 2 of Single-paper meta-analyses of the effects of spaced retrieval practice in nine introductory STEM courses: is the glass half full or half empty?
Bego, C. R., Lyle, K. B., Ralston, P. A. S., Immekus, J. C., Chastain, R. J., Haynes, L. D., Hoyt, L. K., Pigg, R. M., Rabin, S. D., Scobee, M., et al. (2024) · Figshare · doi:10.6084/m9.figshare.26678255
Self-citation
Additional file 4 of Single-paper meta-analyses of the effects of spaced retrieval practice in nine introductory STEM courses: is the glass half full or half empty?
Bego, C. R., Lyle, K. B., Ralston, P. A. S., Immekus, J. C., Chastain, R. J., Haynes, L. D., Hoyt, L. K., Pigg, R. M., Rabin, S. D., Scobee, M., et al. (2024) · Figshare · doi:10.6084/m9.figshare.26678261
Self-citation
Additional file 5 of Single-paper meta-analyses of the effects of spaced retrieval practice in nine introductory STEM courses: is the glass half full or half empty?
Bego, C. R., Lyle, K. B., Ralston, P. A. S., Immekus, J. C., Chastain, R. J., Haynes, L. D., Hoyt, L. K., Pigg, R. M., Rabin, S. D., Scobee, M., et al. (2024) · Figshare · doi:10.6084/m9.figshare.26678264
Self-citation
Additional file 11 of Single-paper meta-analyses of the effects of spaced retrieval practice in nine introductory STEM courses: is the glass half full or half empty?
Bego, C. R., Lyle, K. B., Ralston, P. A. S., Immekus, J. C., Chastain, R. J., Haynes, L. D., Hoyt, L. K., Pigg, R. M., Rabin, S. D., Scobee, M., et al. (2024) · Figshare · doi:10.6084/m9.figshare.26678282
Self-citation
Additional file 8 of Single-paper meta-analyses of the effects of spaced retrieval practice in nine introductory STEM courses: is the glass half full or half empty?
Bego, C. R., Lyle, K. B., Ralston, P. A. S., Immekus, J. C., Chastain, R. J., Haynes, L. D., Hoyt, L. K., Pigg, R. M., Rabin, S. D., Scobee, M., et al. (2024) · Figshare · doi:10.6084/m9.figshare.26678273
Self-citation
Additional file 7 of Single-paper meta-analyses of the effects of spaced retrieval practice in nine introductory STEM courses: is the glass half full or half empty?
Bego, C. R., Lyle, K. B., Ralston, P. A. S., Immekus, J. C., Chastain, R. J., Haynes, L. D., Hoyt, L. K., Pigg, R. M., Rabin, S. D., Scobee, M., et al. (2024) · Figshare · doi:10.6084/m9.figshare.26678270
Self-citation
Additional file 3 of Single-paper meta-analyses of the effects of spaced retrieval practice in nine introductory STEM courses: is the glass half full or half empty?
Bego, C. R., Lyle, K. B., Ralston, P. A. S., Immekus, J. C., Chastain, R. J., Haynes, L. D., Hoyt, L. K., Pigg, R. M., Rabin, S. D., Scobee, M., et al. (2024) · Figshare · doi:10.6084/m9.figshare.26678258
Self-citation
Additional file 10 of Single-paper meta-analyses of the effects of spaced retrieval practice in nine introductory STEM courses: is the glass half full or half empty?
Bego, C. R., Lyle, K. B., Ralston, P. A. S., Immekus, J. C., Chastain, R. J., Haynes, L. D., Hoyt, L. K., Pigg, R. M., Rabin, S. D., Scobee, M., et al. (2024) · Figshare · doi:10.6084/m9.figshare.26678279
Self-citation
Additional file 6 of Single-paper meta-analyses of the effects of spaced retrieval practice in nine introductory STEM courses: is the glass half full or half empty?
Bego, C. R., Lyle, K. B., Ralston, P. A. S., Immekus, J. C., Chastain, R. J., Haynes, L. D., Hoyt, L. K., Pigg, R. M., Rabin, S. D., Scobee, M., et al. (2024) · Figshare · doi:10.6084/m9.figshare.26678267
Self-citation
Additional file 9 of Single-paper meta-analyses of the effects of spaced retrieval practice in nine introductory STEM courses: is the glass half full or half empty?
Bego, C. R., Lyle, K. B., Ralston, P. A. S., Immekus, J. C., Chastain, R. J., Haynes, L. D., Hoyt, L. K., Pigg, R. M., Rabin, S. D., Scobee, M., et al. (2024) · Figshare · doi:10.6084/m9.figshare.26678276
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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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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

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

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