The Effect of Expanding vs. Uniform Retrieval Practice on the Retention of Selected Physiology Concepts

Abstract

This study compared the recall of physiology concepts throughout 30 days of two different expanding schedules of retrieval and two different uniform schedules of retrieval. Participants (n = 250) first read 30 reproductive physiology and immunology concepts and were then repeatedly assessed, without feedback, according to one of the following four randomly assigned schedules: i) immediately after learning and again 9 and 19 days later (Uniform (1,10,20)), ii) 7, 14 and 21 days after learning (Uniform (8,15,22)), iii) immediately after learning and again 5 and 15 days later (Expanding (1,6,16)) and iv) 1, 6 and 16 days after learning (Expanding (2,7,17)). All participants completed a post‐test 29 days after learning the physiology concepts. Mean post‐test scores ± SE for the Uniform (1,10,20), Uniform (8,15,22), Expanding (1,6,16) and Expanding (2,7,17) groups were 36.15 ± 1.97, 32.31 ± 1.87, 45.80 ± 2.56, 39.71 ± 2.48, respectively. The Expanding (1,6,16) group scores were significantly higher than those in both uniform retrieval groups (ANOVA; F = 6.52, P = 0.00). Also, the combined mean of the two expanding retrieval conditions (42.57 ± 1.80) was significantly higher (F = 14.09, P = 0.00) than that of the two uniform conditions (34.10 ± 1.36). In summary, participants benefited more from expanding retrieval practice, particularly when the first recall assessment was administered immediately after learning.