Answering Questions after Initial Study Guides Attention during Restudy

Autor/inn/en	Dirkx, Kim J.; Thoma, Gun-Brit; Kester, Liesbeth; Kirschner, Paul. A.
Titel	Answering Questions after Initial Study Guides Attention during Restudy
Quelle	In: Instructional Science: An International Journal of the Learning Sciences, 43 (2015) 1, S.59-71 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-4277
DOI	10.1007/s11251-014-9330-9
Schlagwörter	Study; Attention; Cognitive Processes; Eye Movements; Testing; Pretests Posttests; Comparative Analysis + Suchen Sie Ihr Suchwort? Studies; Studium; Aufmerksamkeit; Cognitive process; Kognitiver Prozess; Augenbewegung; Testdurchführung; Testen
Abstract	Though the testing-effect can be boosted by including a restudy phase after answering test questions, we do not know precisely why it does so. One possible explanation is being tested here. The present study measured attention allocation during initial reading and rereading with a remote eye tracker to gain information on the cognitive processes during restudy, with and without prior testing. The results show that at the final study moment, students in the study-test-condition attended longer to information pertaining to the initial test questions as compared to students in the study-only condition (i.e., who did not take the test). No differences in attention allocation were found for information only questioned on a posttest 1 week later. In addition, it was found that performance on the initial test questions heavily affected which information students restudy; students in the study-test-condition paid namely more attention to the answers of questions they answered incorrectly during the initial test than to the answers of the questions they answered correctly on the initial test. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01