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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.
- Spring '07
- Cognitive Psychology