Summarising or applying research
Dig around the retrieval practice and test enhanced learning research and you will invariably bump into the research of Assistant Professor Steven Pan: interleaving, retrieval, feedback, transfer and metacognitive beliefs. His research has covered the full gamut of test enhanced …
Post testing, backward effects, has largely been the “main course” of the past ten years of retrieval practice. However, there have both been off-shoots; knowledge transfer, errorful generation and elaboration. For the past three weeks / weekends I have been …
When is the best time to set a test? Before being taught the knowledge – pretesting Whilst being taught the knowledge – pretresting and some interim retrieval After being taught the knowledge – retrieval All of the above – pretesting, …
In case you missed the first post Getting it wrong helps to get it right, the point was, the act of retrieving information from long term memory benefits learning. Retrieval, even unsuccessful retrieval modifies that memory, promotes consolidation (storage), and …
Trying to come up with an answer rather than having it presented to you, or trying to solve a problem before being shown the solution, leads to better learning and longer retention of the correct answer or solution, even when …
Last week I stumbled upon the work of Prof Karl-Heinz Bäuml, Professor of Psychology at Regensburg University and wrote about how retrieval practice can “Revive forgotten memories.” From reading Bauml’s work, and that of Bernhard Pastötter, I have settled on …
Having searched through a truck load on chapters on metacognition, looking to deepen my understanding of accuracy of confidence based assessment, the past few months have been enlightening. Much of that has to do with the generosity of Dr Justin …
“As such, it is not surprising that the way in which information is organized, i.e., the sequence of events, can have a deep impact on what we learn, as well as how well we learn it.” Carvalho and Goldstone (2015) …
