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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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- Spring '07
- Cognitive Psychology, Tacit knowledge, n༆