01-17 Lecture Slides

01-17 Lecture Slides

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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 involved...
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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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