Cognitive Processes in the classroom

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  • Created by: Anj_
  • Created on: 14-05-15 15:00
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  • 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
      • 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
        • Spaced practice - learning is 'distributed' over time
    • 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
    • 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

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