Various studies on the relation of speed of learning to retention have been reported (2) (3) (4). Many such studies are subject to the criticism that the degree of learning of fast and slow learners was not equated. Gillette (1), using the method of "adjusted learning", found that fast learners retained more than slow learners as measured by both recall and relearning. Her study has set the pattern for subsequent investigation. A question may be raised, however, as to whether the degree of learning is actually equated by the method of adjusted learning. The acquisition curve for the fast learner rises at a more rapid rate than for the slow learner. Hence, when a criterion of learning is established, the training trial that achieves the criterion will carry the fast learners more above the criterion than it will the slow learners. The fast group then actually has a greater response tendency than the slow group, or the degree of learning is not equal. The present paper reports a preliminary study of an investigation designed to test the above reasoning and the further deduction that the effectiveness of overlearning on retention should vary depending on the speed of learning and should be of most value for the fast learner.
Proceedings of the Iowa Academy of Science
©1954 Iowa Academy of Science, Inc.
Rustebakke, Albert R.; Kreider, Robert; and Haner, Charles F.
"A Comparison of Absolute Overlearning on the Retention of Fast and Slow Learners,"
Proceedings of the Iowa Academy of Science, 61(1), 413-416.
Available at: https://scholarworks.uni.edu/pias/vol61/iss1/54