Read Recite Review

Read-Recite-Review Remember A critical analysis 3R Study outline Nicole Turnbull Transition to University Study SSS021 Roy Sanders 13 March 2013 Transition to University Study SSS021 Roy Sanders 13 March 2013 Mark A. McDonald, Daniel C. Howard and Gillies O. flair (2009). The Read-Recite-Review Study Effective and Portable. A Journal of the Association for Psychological Science, Vol 20 No 4, 516 522.There are numerous strategies used by students for learning and recalling tuition from dissimilar sources of educational texts. The paper (Mark A. McDonald, 2009) provides evidence why the study strategy 3R Read-Recite-Review produces mnemonic benefits that exceed those of note-taking and re glance overing. Two experiments were conducted, students were instructed to learn specific pieces of text use either reread only (control group), read and take notes (control group) or keep an eye on the process of the read-recite-review strategy.The effectiveness and efficiency of the st udy strategies were assessed by timing the epoch taken to complete the reading process and by comparing the results of present(prenominal) and delayed testing which holdd free call, multiple preference and concise(p) answers to check the amount of information retained. Experiment 1 required students to read factual, simple and short passages which proved that the 3R strategy was much effective victimisation free call of information both immediately and delayed, however these benefits did not show in the results for both multiple choice nd short answer tests. Experiment 2 involved students reading longer and more complex passages, results supported those found in experiment 1. Additionally the second gear experiment found 3R beneficial over rereading for both multiple choice and problem solving. The results from both experiments concluded that the 3R strategy may promote a deep learning of materials, having benefits beyond improving retention. The study clearly show that th e 3R strategy is an efficient and effective study strategy when used in a controlled laboratory setting.However, the study was unable to establish if the motivation train of students would weaken the processing benefits of the strategy. As Daniel, Howard and Einstein state if learners are in a more motivating setting and consequently are more conscientious in their study activities, would the effects of 3R be attenuated? The experiments were performed using psychology students who get ind either as part of a course requirement or for money, however students in all fields of study utilise study strategies.The motivation of students is again questioned as the I believe the ain benefit would be greater in a real lifespan setting as opposed to receiving a monetary value to participate with no personal impact from the result achieved. Therefore I appreciate the study should be repeated using a range of students from various courses/fields of study, using more real life motivators. In addition, I suggest testing the 3R strategy using spaced presentations of learning materials as opposed to information being presented in one sitting in order to test the effectiveness on longer term retention.