The Influences of Pre-testing Reviews and Delays on Differential-associative Processing versus Conditions in which Students chose their Learning Strategy
Recent studies show that a new strategy called differential-associative processing is effective for learning related concepts; however, our knowledge about differential-associative processing is still limited. Therefore the goals of the present study are to assess the duration of knowledge that is a...
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| Veröffentlicht in: | Journal of education and training studies 2013-10, Vol.1 (2), p.286 |
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| creator | Hannon, Brenda |
| description | Recent studies show that a new strategy called differential-associative processing is effective for learning related concepts; however, our knowledge about differential-associative processing is still limited. Therefore the goals of the present study are to assess the duration of knowledge that is acquired from using differential-associative processing, to determine whether the efficacy of differential-associative processing changes with the addition of a 10-minute pre-testing review, and to compare differential-associate processing to two conditions in which students select their own learning strategy. The results revealed that differential-associative processing was a better strategy for learning related concepts than were either of the two comparison conditions. They also revealed that a 10-minute pre-testing review had a positive additive influence on differential-associative processing. Finally, although the knowledge acquired from using differential-associative processing declined with an increase in delay between learning and testing, the speed of this decline was equivalent to the speed of the decline observed for both comparison conditions. |
| doi_str_mv | 10.11114/jets.v1i2.225 |
| format | Article |
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| ispartof | Journal of education and training studies, 2013-10, Vol.1 (2), p.286 |
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| subjects | Associative Learning Cognitive Processes Comparative Analysis Computer Assisted Testing Concept Formation Control Groups Definitions Introductory Courses Learning Strategies Mnemonics Multiple Choice Tests Questionnaires Responses Statistical Analysis Student Attitudes Teaching Methods Testing Texas Undergraduate Students |
| title | The Influences of Pre-testing Reviews and Delays on Differential-associative Processing versus Conditions in which Students chose their Learning Strategy |
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