01-17 Lecture Slides

01-17 Lecture Slides

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Unformatted text preview: al he learning phase, we assessed Therefore, the interpretation of any differences on cognitive end of the learning phase, we assessed Therefore, the interpretation of any differences on students’ metacognitiveStudents predicted that the final test is not clouded by differences in initial knowledge of the effec- renitive knowledge of the effec- the final test is not clouded by differences in initial practice (Fig. 1C). tiveness of these would produce the best learning learning activities by having learning time or differences in the initial proportion peated studying learning activities by having long- time or differences in the initial proportion students make and that practicing retrieval of ideas gments of learning. After com- of ideas correctly produced in the concept mapping term retentionjudgments of learning. After com-would correctly produced in the concept mapping pleting the learning phase, students g phase, students predicted the and retrieval practice conditions. produce B worst...
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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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