01-17 Lecture Slides

67 over elaborativeon a free with recall test after

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Unformatted text preview: s all the nature of concept mapping, viewed an both verbatim and inference 1 week later for a final short-answer test. To once condition on example of a concept map, 1 week later for a final short-answer test. To and created their concept maps on paper while assess assess meaningful learning, the test included both questions (Fig. 1, A and B). Retrieval practice meaningful learning, the test included both viewing the text. This is a typical way that con- verbatim questions, which assessed conceptual verbatim questions, which assessed conceptual produced the best learning, better than elaborative cept mapping is used as n elaborative study ac- knowledge stated directly in the text, and inknowledge stated directly in the text, and in- studying with concept amapping, which itself was tivity (16–18). Finally, in the spending additional ference questions, which required students to not significantly better thanretrieval practice ference questions, which required students to condition, students studied the text in an initial study connect connect multiple concepts from the text. Both time reading. Collapsed across question type (ver- multiple concepts from the text. Both period and inference), the advantage of retrieval question types are conceptual, but verbatim and batim and then practiced retrieval by recalling as question types are conceptual, but verbatim and much of M informa...
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This note was uploaded on 02/18/2014 for the course PSYC 2145 taught by Professor Cheriking during the Spring '07 term at Colorado.

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