Can generative learning tasks be optimized by incorporation of retrieval practice?

Autor/inn/en	Waldeyer, Julia; Heitmann, Svenja; Moning, Jasmin; Roelle, Julian
Titel	Can generative learning tasks be optimized by incorporation of retrieval practice?
Quelle	In: Journal of applied research in memory and cognition, 9 (2020) 3, S. 355-369 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	2211-3681
DOI	10.1016/j.jarmac.2020.05.001
Schlagwörter	Gedächtnis; Lernaktivität; Lernen; Mentales Training; Aktivierende Methode; Lernmethode; Gedächtnishilfe; Aufgabenstellung; Hilfsmittel; Information Retrieval
Abstract	Generative tasks foster the integration of new idea units into coherent mental representations. However, they scarcely foster the consolidation of the new knowledge in memory. Hence, a promising means to optimize generative tasks is incorporating retrieval practice into them. A viable means to do so is implementing generative tasks in a closed-book style in which learners cannot access the learning material while working on the task. [The authors] investigated the effects of such closed-book generative tasks in comparison to open-book ones. Furthermore, [they] analyzed whether a closed/open switch style, in which learners could flexibly switch between the two styles, would be superior to both a pure closed- and a pure open-book style. [The authors] found that a closed-book style slightly hindered generative activities but not learning outcomes in comparison to an open-book style. The closed/open switch style yielded better learning outcomes than both a pure closed- and pure open-book style. (Orig.).
Erfasst von	Externer Selbsteintrag
Update	2022/3