Retrieval-Based Learning in Special Education

Autor/inn/en	Tempel, Tobias; Sollich, Sebastian
Titel	Retrieval-Based Learning in Special Education
Quelle	In: Journal of Research in Special Educational Needs, 23 (2023) 3, S.244-250 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tempel, Tobias)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1111/1471-3802.12594
Schlagwörter	Recall (Psychology); Learning Processes; Special Education; Students with Disabilities; Special Schools; Memory; Foreign Countries; Elementary School Students; Germany + Suchen Sie Ihr Suchwort? Abberufung; Learning process; Lernprozess; Special needs education; Sonderpädagogik; Sonderschulwesen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Special school; Sonderschule; Gedächtnis; Ausland; Deutschland
Abstract	Retrieval-based learning has been investigated in various populations. The present study examined retrieval-based learning in a sample of students at a special-needs school with educational tracks for learning and mental development. In addition, a comparison group of students at a regular school was examined. Learning conditions were manipulated within participants. In a first session, participants either received restudy cycles only, or they received alternating test and restudy cycles. A second session then comprised the opposite form of practice. In both sessions, a final test assessed memory after a short distractor phase. This procedure was the same in two experiments but with different kinds of item material. For both kinds (images and image-word pairs), a testing effect occurred, that is higher recall of tested items. These results show that lower cognitive ability or lack of experience with regularly being tested in school do not prevent students from benefiting from retrieval-based learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01