Cognitive Processes in the classroom
- Created by: Anj_
- Created on: 14-05-15 15:00
View mindmap
- Cognitive Processes in the Classroom
- DUNLOSKY ET AL. (2013)
- Testing Effect - Distributed practice improves learning
- KARPICKE & ROEDIGER (2008)
- Multiple testing is better than multiple re-studying
- Attempted retrieval strengthens memory
- Study with Swahili words
- - 40 Swahili-English pairs - 4 groups: 1.ST 2.SNT 3.STN 4.SNTN
- Multiple testing is better than multiple re-studying
- KARPICKE & ROEDIGER (2008)
- Spacing Effect
- Massed practice - learning is 'blocked' within a single study session (cramming)
- Massed better than spaced
- Spaced practice - learning is 'distributed' over time
- Reprocessing info after a delay may lead to remembering other info
- Spaced retrieval helps you realise what you didn't know as you studied it long ago
- Massed retrieval gives a false sense that information is learnt - not enough time in between
- Massed better than spaced
- Spaced practice - learning is 'distributed' over time
- Massed practice - learning is 'blocked' within a single study session (cramming)
- Testing Effect - Distributed practice improves learning
- CAPEDA (2006)
- Depends how long you want to retain info
- Optimal spacing is 10-20% of retention interval
- Retain for 5 days = optimal spacing of practice is 12-24 hours
- Retain for 10 years = 1-2 years
- Retain for 5 days = optimal spacing of practice is 12-24 hours
- Optimal spacing is 10-20% of retention interval
- Depends how long you want to retain info
- Do results differ between lab tests and real life classroom settings?
- Lab experiments- perform at the time
- Real life- Spacing between learning
- Lecture >> reading after lecture >> exam revision
- DUNLOSKY ET AL. (2013)
Comments
No comments have yet been made