| Probing Students’ Possible Context-dependent Retrieval in a Split-class Exam That Is Related to a General Education Course Just Learned on |
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Maeng-Sik Shin |
| 교양교과목의 분반이 시험 결과에 미칠 영향 |
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신맹식 |
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| Abstract |
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New information that is paid attention to gets consolidated into a long-term memory when processed semantically and rehearsed. Previous studies have shown that, in memory task, an efficacy of retrieval of the consolidated memory can be affected by various factors including environmental contexts that are same or different between encoding and retrieval phases. The present study was conducted to examine whether this context-dependent effect would also occur in a general-education practice. Whether college freshmen’s and sophomores’ exam scores can be affected by environmental contexts given during performing their exams was presently investigated. Scores for the sum, multiple choice questions and essay questions did not differ between same and different context split-groups for each grade group. Implications of this result were interpreted as follows. First, based on the ‘process level model ’, the new information obtained through the class learning by students may have been processed more meaningfully than through a typical memory process. Second, the students may have been utilizing the strategy of ‘distributed learning’ that is believed to be more effective in memory retrieval. Furthermore, additional analyses of the data revealed that the freshmen’s scores for the sum and multiple choice questions differed significantly from the sophomores’ whereas those for essay questions did not. The current interpretation on this result suggests that a special attention should be paid when a balanced general-education program is developed. |
| Key Words:
split-class exam, exam score, memory consolidation, context-dependent retrieval, environmental context, balanced general education |
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