NotesFAQContact Us
Collection
Advanced
Search Tips
Laws, Policies, & Programs
What Works Clearinghouse Rating
Showing 1 to 15 of 976 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Yeo, Darren J.; Fazio, Lisa K. – Journal of Educational Psychology, 2019
Testing (having students recall material) and worked examples (having students study a completed problem) are both recommended as effective methods for improving learning. The two strategies rely on different underlying cognitive processes and thus may strengthen different types of learning in different ways. Across three experiments, we examine…
Descriptors: Learning Strategies, Recall (Psychology), Problem Solving, Learning Processes
Peer reviewed Peer reviewed
Direct linkDirect link
Abel, Magdalena; Haller, Valerie; Köck, Hanna; Pötschke, Sarah; Heib, Dominik; Schabus, Manuel; Bäuml, Karl-Heinz T. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2019
Retrieval practice relative to restudy of learned material typically attenuates time-dependent forgetting. A recent study examining this testing effect across 12-h delays filled with nocturnal sleep versus daytime wakefulness, however, showed that sleep directly following encoding benefited recall of restudied but not of retrieval practiced items,…
Descriptors: Sleep, Testing, Recall (Psychology), Memory
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Zhang, Hanmu; Zhang, Hanmu – Journal of Education and Learning, 2019
Since understanding reading assignments is important to succeeding in school, improving the way that text is arranged in books would be an efficient way to help students better understand the material and perform well on tests. In this study, we asked students to read two original and two rearranged historical passages, in which rephrased…
Descriptors: Test Items, Textbook Preparation, Retention (Psychology), Recall (Psychology)
Peer reviewed Peer reviewed
Direct linkDirect link
Kim, Hyang-Sook; Kim, Kyongseok – American Journal of Health Education, 2019
Background: Despite previous efforts to improve health literacy through entertainment media, current practice seems to address only a few public health topics. Purpose: We examined the impact of supplementary open captions about medical terminology related to physical injuries that might lead to chronic health conditions on the acquisition and…
Descriptors: Injuries, Medicine, Vocabulary, Chronic Illness
Peer reviewed Peer reviewed
Direct linkDirect link
Burns, Matthew K.; Aguilar, Lisa N.; Young, Helen; Preast, June L.; Taylor, Crystal N.; Walsh, Allison D. – School Psychology, 2019
The purpose of this study was to examine the effects of Incremental Rehearsal (IR) and traditional drill (TD) on retention of multiplication facts with 29 students in third and fourth grades with low mathematical skills. Results indicated that IR led to significantly more facts being retained, and was essentially equal to TD for efficiency as…
Descriptors: Drills (Practice), Teaching Methods, Instructional Effectiveness, Mathematics Instruction
Peer reviewed Peer reviewed
Direct linkDirect link
Gagnon, Mathieu; Cormier, Stéphanie – Canadian Journal of School Psychology, 2019
Much evidence suggests that long-term retention can be maximized by practicing the recall of information and spreading out one's learning over time. Nevertheless, previous surveys have shown that undergraduates often ignore the benefits of such strategies and engage in less efficient techniques such as repetitive reading and massed studying. To…
Descriptors: Undergraduate Students, French Canadians, Study Habits, Self Management
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Petrovic-Dzerdz, Maristela – International Review of Research in Open and Distributed Learning, 2019
Recent findings have provided strong evidence that retrieval-based learning is an effective strategy for enhancing knowledge retention and long-term meaningful learning, but it is not a preferred learning strategy for the majority of students. The present research analyzes the application of learning gamification principles in online, open-book,…
Descriptors: Retention (Psychology), Learning Strategies, Game Based Learning, Multiple Choice Tests
Peer reviewed Peer reviewed
Direct linkDirect link
Pronk, Marieke; Lissenberg-Witte, Birgit I.; van der Aa, Hilde P. A.; Comijs, Hannie C.; Smits, Cas; Lemke, Ulrike; Zekveld, Adriana A.; Kramer, Sophia E. – Journal of Speech, Language, and Hearing Research, 2019
Purpose: Various directional hypotheses for the observed links between aging, hearing, and cognition have been proposed: (a) cognitive load on perception hypothesis, (b) information degradation hypothesis, (c) sensory deprivation hypothesis, and (d) common cause hypothesis. Supporting evidence for all 4 hypotheses has been reported. No studies…
Descriptors: Longitudinal Studies, Aging (Individuals), Correlation, Schemata (Cognition)
Peer reviewed Peer reviewed
Direct linkDirect link
Loaiza, Vanessa M.; Halse, Sindre C. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2019
Previous work regarding a counterintuitive benefit of increasing distractors on episodic long-term memory (LTM) has suggested that retrieval of memoranda in working memory (WM) after attention has been distracted may confer benefits to episodic LTM. The current study investigated 2 conceptions of how this may occur: either as an attentional…
Descriptors: Short Term Memory, Long Term Memory, Performance Factors, Attention
Peer reviewed Peer reviewed
Direct linkDirect link
Yang, Chunliang; Chew, Siew-Jong; Sun, Bukuan; Shanks, David R. – Journal of Educational Psychology, 2019
Interim testing of studied information, compared with restudying or no treatment, facilitates subsequent learning and retention of new information--"the forward testing effect." Previous research exploring this effect has shown that interim testing of studied information from a given domain enhances subsequent learning and retention of…
Descriptors: Testing, Transfer of Training, Retention (Psychology), Prior Learning
Peer reviewed Peer reviewed
Direct linkDirect link
Morano, Stephanie – TEACHING Exceptional Children, 2019
Retrieval practice may be a good fit for the needs of students with learning disability (LD) because it improves academic performance by strengthening memory (Roediger & Butler, 2011). Memory deficits are a central characteristic of LD and are linked to performance in both academic and cognitive areas (Toffalini, Giofrè, & Cornoldi, 2017).…
Descriptors: Recall (Psychology), Retention (Psychology), Transfer of Training, Students with Disabilities
Peer reviewed Peer reviewed
Direct linkDirect link
Gürkan, Serkan – Journal of Educational Computing Research, 2019
The contemporary era brings technology into every part of our lives. As a result of technological improvements, education process has been affected and the use of technological devices is inevitable. Teaching language has also been affected by this movement. Thus, Mobile-Assisted Language Learning has gained importance through the recent years.…
Descriptors: Documentation, English (Second Language), Second Language Learning, Preferences
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Kaplan-Rakowski, Regina – Contemporary Educational Technology, 2019
Vocabulary is crucial for language learning. Therefore, searching for the most effective methods to master vocabulary is an important quest. This study investigated the effect of stereoscopic three-dimensional (S3D) images on recall and retention of foreign language vocabulary. S3D images, frequently used in virtual reality visualizations, are…
Descriptors: Visual Aids, Vocabulary, Recall (Psychology), Retention (Psychology)
Peer reviewed Peer reviewed
Direct linkDirect link
Nairne, James S.; Coverdale, Michelle E.; Pandeirada, Josefa N. S. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2019
Four experiments investigated the mnemonic effects of generating survival situations. People were given target words and asked to generate survival situations involving that stimulus (e.g., DOOR: "I'm in a house that's on fire, and I can escape through the door"). No constraints were placed on the generation process, other than that it…
Descriptors: Mnemonics, Recall (Psychology), Evolution, Retention (Psychology)
Peer reviewed Peer reviewed
PDF on ERIC Download full text
Davis, Dan; Kizilcec, René F.; Hauff, Claudia; Houben, Geert-Jan – Journal of Learning Analytics, 2018
Large-scale online learning environments such as MOOCs provide an opportunity to evaluate the efficacy of learning strategies in an informal learning context with a diverse learner population. Here, we evaluate the extent to which retrieval practice -- recognized as one of the most effective learning strategies -- facilitates long-term knowledge…
Descriptors: Learning Strategies, Online Courses, Electronic Learning, Informal Education
Previous Page | Next Page »
Pages: 1  |  2  |  3  |  4  |  5  |  6  |  7  |  8  |  9  |  10  |  11  |  ...  |  66