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Unformatted text preview: advantage of retrieval
practice (M = 0.67) over elaborative studying with
concept mapping (M = 0.45) represented about a
50% improvement in long-term retention scores
[d = 1.50, F1,38 = 21.63, hp2 = 0.36].
Students’ judgments of learning, solicited in
the initial learning session, reflected little metacognitive knowledge of the benefits of retrieval
practice (Fig. 1C). Students predicted that repeated studying would produce the best longterm retention and that practicing retrieval would
produce the worst retention, even though the
opposite was true (7, 8).
We carried out a second experiment to replicate
the results of our first experiment and extend them
in three ways. First, we sought to generalize our
results to texts that represent different knowledge
structures commonly found in science education,
because under some circumstances the effectiveness of different learning activities can depend on
the structure of the materials that students are
learning (21). We used texts with enumeration
structures, which describe a list of concepts (e.g., a
text describing properties of different muscle
tissues), and texts with sequence structures, which
describe a continuous and ordered series of events
(e.g., a text describing the sequence of events
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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