Enhancing Learning and Retarding Forgetting: Choices and Consequences

Autor/inn/en	Pashler, Harold; Rohrer, Doug; Cepeda, Nicholas J.; Carpenter, Shana K.
Titel	Enhancing Learning and Retarding Forgetting: Choices and Consequences
Quelle	(2007), (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Feedback (Response); Testing; Cognitive Psychology; Intervals; Educational Practices; Retention (Psychology); Long Term Memory; Time Factors (Learning); Learning Processes; Nonverbal Learning; Psychological Studies; Guessing (Tests) + Suchen Sie Ihr Suchwort? Testdurchführung; Testen; Kognitive Psychologie; Bildungspraxis; Merkfähigkeit; Langzeitgedächtnis; Learning process; Lernprozess; Erraten
Abstract	Our research on learning enhancement has been focusing on the consequences for learning and forgetting of some of the more obvious and concrete choices that arise in instruction, including: How does spacing of practice affect retention of information over significant retention intervals (up to two years)? Do spacing effects generalize beyond recall of verbal materials? Is feedback needed to promote learning, and must it be immediate? Testing has been found to enhance learning; does it actually reduce the rate of forgetting? Can testing effects be extended to nonverbal materials? We suggest that as answers to these questions are accumulated, it should become possible for cognitive psychology to offer non-obvious advice that can be applied in a variety of instructional contexts to facilitate learning and reduce forgetting. (Contains 9 figures.) [This document represents the submitted version of an article published in: "Psychonomic Bulletin & Review" (2007, 14, 187-193). Its contents may differ from the final published version.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10