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Author: Sau Hou Chang
Publisher:
ISBN:
Category :
Languages : en
Pages : 14
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Book Description
The purpose of the present study was to investigate the effects of test trial and processing level on immediate and delayed retention. A 2 × 2 × 2 mixed ANOVAs was used with two between-subject factors of test trial (single test, repeated test) and processing level (shallow, deep), and one within-subject factor of final recall (immediate, delayed). Seventy-six college students were randomly assigned first to the single test (studied the stimulus words three times and took one free-recall test) and the repeated test trials (studied the stimulus words once and took three consecutive free-recall tests), and then to the shallow processing level (asked whether each stimulus word was presented in capital letter or in small letter) and the deep processing level (whether each stimulus word belonged to a particular category) to study forty stimulus words. The immediate test was administered five minutes after the trials, whereas the delayed test was administered one week later. Results showed that single test trial recalled more words than repeated test trial in immediate final free-recall test, participants in deep processing performed better than those in shallow processing in both immediate and delayed retention. However, the dominance of single test trial and deep processing did not happen in delayed retention. Additional study trials did not further enhance the delayed retention of words encoded in deep processing, but did enhance the delayed retention of words encoded in shallow processing.
Author: Sau Hou Chang
Publisher:
ISBN:
Category :
Languages : en
Pages : 14
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Book Description
The purpose of the present study was to investigate the effects of test trial and processing level on immediate and delayed retention. A 2 × 2 × 2 mixed ANOVAs was used with two between-subject factors of test trial (single test, repeated test) and processing level (shallow, deep), and one within-subject factor of final recall (immediate, delayed). Seventy-six college students were randomly assigned first to the single test (studied the stimulus words three times and took one free-recall test) and the repeated test trials (studied the stimulus words once and took three consecutive free-recall tests), and then to the shallow processing level (asked whether each stimulus word was presented in capital letter or in small letter) and the deep processing level (whether each stimulus word belonged to a particular category) to study forty stimulus words. The immediate test was administered five minutes after the trials, whereas the delayed test was administered one week later. Results showed that single test trial recalled more words than repeated test trial in immediate final free-recall test, participants in deep processing performed better than those in shallow processing in both immediate and delayed retention. However, the dominance of single test trial and deep processing did not happen in delayed retention. Additional study trials did not further enhance the delayed retention of words encoded in deep processing, but did enhance the delayed retention of words encoded in shallow processing.
Author: Arthur S. Tabachneck
Publisher:
ISBN:
Category : Feedback (Psychology)
Languages : en
Pages : 188
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Book Description
Author: Roslyn Davis Leeds
Publisher:
ISBN:
Category : Learning, Psychology of
Languages : en
Pages : 110
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Author: Franklin Mendel Zaromb
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 92
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Book Description
In educational contexts, tests not only assess what students know, they can also directly improve long-term retention of subject matter relative to restudying it. More importantly, the memorial advantage of testing is not limited to select information that was tested earlier. Research has shown that testing can serve as a versatile learning tool by enhancing the long-term retention of non-tested information that is conceptually related to previously tested information; stimulating the subsequent learning of new information; and permitting better transfer of learning to new knowledge domains. We further investigated the potential benefits of testing on learning by asking whether testing can also improve students' learning and retention of the conceptual organization of study materials, and if so, whether processes involved in mentally organizing information during learning contribute to the memorial advantage of testing. In three experiments with categorized lists, we asked whether the testing effect in free recall is related to enhancements in organizational processing. In the first experiment, different groups of subjects studied a list either once or twice before a final criterial test or they studied the list once and took an initial recall test before the final test. Prior testing enhanced total recall of words and reduced false recall of extra-list intrusions relative to restudying. In addition, testing increased the number of categories accessed, the number of items recalled from within those categories, and improved category clustering. In two additional experiments, manipulating the organizational processing that occurred during initial study and test trials affected delayed recall and measures of output organization. Testing produced superior long-term retention when initial test conditions promoted the use of semantic relational information to guide episodic retrieval, and measures of category clustering and subjective organization were correlated with delayed recall. The results suggest that the benefit of testing in free recall learning arises, at least in part, because testing creates retrieval schemas based upon categorical knowledge and recollections of previous recall attempts that guide and facilitate episodic recall.
Author: John Dunlosky
Publisher: Cambridge University Press
ISBN: 1108245102
Category : Psychology
Languages : en
Pages : 1130
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Book Description
This Handbook reviews a wealth of research in cognitive and educational psychology that investigates how to enhance learning and instruction to aid students struggling to learn and to advise teachers on how best to support student learning. The Handbook includes features that inform readers about how to improve instruction and student achievement based on scientific evidence across different domains, including science, mathematics, reading and writing. Each chapter supplies a description of the learning goal, a balanced presentation of the current evidence about the efficacy of various approaches to obtaining that learning goal, and a discussion of important future directions for research in this area. It is the ideal resource for researchers continuing their study of this field or for those only now beginning to explore how to improve student achievement.
Author: Daniel Gopher
Publisher: MIT Press
ISBN: 9780262071888
Category : Business & Economics
Languages : en
Pages : 842
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Book Description
In 1966 the first meeting of the Association for the Study of Attention and Performance was held in the Netherlands to promote the emerging science of cognitive psychology. This volume is based on the most recent conference, held in Israel thirty years later. The focus of the conference was the interaction between theory and application. The organizers chose the specific topic, cognitive regulation of performance, because it is an area where contemporary theories of cognitive processes meet the everyday challenges posed by human interactions with complex systems. Present-day technological systems impose on the operator a variety of supervisory functions, such as input and output monitoring, allocation of cognitive resources, choice of strategies, and regulation of cognitive operations. A challenge for engineers and designers is to accommodate the cognitive requirements called for by these systems. The book is divided into four sections: the presentation and representation of information, cognitive regulation of acquisition and performance, consciousness and behavior, and special populations: aging and neurological disorders. Contributors Nicole D. Anderson, Moshe Bar, Lynn Bardell, Alice E. Barnes, Irving Biederman, Robert A. Bjork, Richard A. Block, Fergus I. M. Craik, Heiner Deubel, John Dunlosky, Ido Erev, Ronald Fisher, John M. Flach, Barry Goettl, Morris Goldsmith, Daniel Gopher, Lynn Hasher, Okihide Hikosaka, Larry L. Jacoby, Peter Kalocsai, Colleen Kelley, David E. Kieras, Roberta Klatzky, Asher Koriat, Arthur F. Kramer, Elisabetta Ladavas, John L. Larish, Susan J. Lederman, John Long, Cynthia P. May, Guiliana Mazzoni, Brian McElree, David Meyer, Satoru Miyauchi, Neville Moray, Louis Narens, Thomas O. Nelson, Raymond S. Nickerson, Lynne Reder, J. Wesley Regian, Ian Robertson, Wolfgang Schneider, Christian D. Schunn, Wayne Shebilske, Shinsuke Shimojo, Suresh Subramaniam, Tom N. Trainham, Jehoshua Tsal, Timothy A. Weber, Christopher Wickens, Rose T. Zacks, Dan Zakay
Author: Richard E. Mayer
Publisher: Prentice Hall
ISBN: 9780131707719
Category : Educational psychology
Languages : en
Pages : 0
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Book Description
How do people learn? How can instruction promote learning? Learning and Instruction, second edition, thoroughly and succinctly answers these two fundamental educational psychology questions. The author focuses on the big ideas, preferring that students understand a few exemplary ideas deeply, rather than numerous ideas superficially. The book is research-based and painstakingly shows how specific instructional implications follow from research and theory. Coverage is organized around the two sides of the educational coin, learning in subject areas and instructional methods, that foster meaningful learning. The text uses clear definitions, concrete examples, active learning tasks and a conversational writing style that easily engages readers by addressing them directly.
Author: Logan Fiorella
Publisher: Cambridge University Press
ISBN: 1316258513
Category : Psychology
Languages : en
Pages : 235
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Book Description
During the past twenty-five years, researchers have made impressive advances in pinpointing effective learning strategies (namely, activities the learner engages in during learning that are intended to improve learning). In Learning as a Generative Activity: Eight Learning Strategies that Promote Understanding, Logan Fiorella and Richard E. Mayer share eight evidence-based learning strategies that promote understanding: summarizing, mapping, drawing, imagining, self-testing, self-explaining, teaching, and enacting. Each chapter describes and exemplifies a learning strategy, examines the underlying cognitive theory, evaluates strategy effectiveness by analyzing the latest research, pinpoints boundary conditions, and explores practical implications and future directions. Each learning strategy targets generative learning, in which learners actively make sense out of the material so they can apply their learning to new situations. This concise, accessible introduction to learning strategies will benefit students, researchers, and practitioners in educational psychology, as well as general readers interested in the important twenty-first-century skill of regulating one's own learning.
Author: Yves Karlen
Publisher: Frontiers Media SA
ISBN: 2889719103
Category : Science
Languages : en
Pages : 188
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Book Description
Author: Steven Paul Gulkus
Publisher:
ISBN:
Category : Learning, Psychology of
Languages : en
Pages : 222
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Book Description
