Morris and Fritz (2000) demonstrated the effectiveness of the name game as a retrieval-practice based technique for learning the names of group members. We hypothesised that a reversed version of the name game would be even more effective. Performance was contrasted with a no-retrieval condition that mimicked the name game in every way except for the retrieval of the names, allowing an estimate of the specific contribution of retrieval practice. The benefit of a few refresher rounds of the game after 2 weeks was also examined. The reversed name game was superior to the original name game and the refresher rounds benefited all groups. The very considerable superiority of the name game over the no-retrieval condition demonstrated the magnitude of the benefit of expanding retrieval practice.
This paper reports on a field experiment that served to better establish the robust effectiveness of a strategy for learning names in small groups. In addition, based on a theoretical analysis of the phenomenon, we predicted ways to improve the strategy and tested our prediction by contrasting the altered form with the original. The results supported our analysis and the paper was peer reviewed and accepted quite promptly for publication due to the clear nature of the research, analysis and conclusions. My contribution to this paper was roughly 50% throughout the process. This is one of a set of three papers investigating a practice-based approach to name learning. They make a substantial contribution to our understanding of people's memory for names, as evidenced by their respectable rate of citation (22 citations in research reports). RAE_import_type : Journal article RAE_uoa_type : Education