Immediate Learning Benefits of Retrieval Tasks

IF 1.5 4区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL
Tino Endres, Veit Kubik, Kenneth Koslowski, Florian Hahne, A. Renkl
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引用次数: 4

Abstract

Abstract: We investigated immediate learning benefits of retrieval tasks when followed by a self-regulated relearning opportunity, compared to a restudy task. We aimed to unravel the underlying metacognitive and motivational mechanisms. In a mixed-factorial design ( N = 104), we manipulated review task (retrieval vs. restudy) as a within-subjects factor in two experimental sessions, and task granularity (coarse- vs. fine-grained) as a between-subjects factor. The retrieval task led to an immediate learning benefit compared to a restudy task in Session 1, but not across sessions. The review-task order influenced the emergence of an immediate retrieval-practice effect. Mediation analyses for Session 1 revealed that decreased levels of both judgments of learning (JOL) and self-efficacy partially mediated the retrieval-task effect on the learning outcome. Fine-grained tasks increased JOL regulation accuracy; however, this increase did not translate into better relearning. Retrieval tasks can improve learning outcomes, also after short delays, specifically when relearning opportunities are provided.
检索任务的即时学习效益
摘要:本研究考察了检索任务与再学习任务之间的即时学习效益。我们旨在揭示潜在的元认知和动机机制。在混合因子设计(N = 104)中,我们在两个实验阶段中将复习任务(检索vs.再研究)作为受试者内因素,将任务粒度(粗粒度vs.细粒度)作为受试者间因素。与第1阶段的再学习任务相比,检索任务带来了立竿见影的学习效果,但在不同阶段则没有。复习-任务顺序影响了即时检索-实践效应的出现。第一阶段的中介分析显示,学习判断和自我效能的降低在提取任务效应对学习结果的影响中起到部分中介作用。细粒度任务提高了JOL调节的准确性;然而,这种增长并没有转化为更好的再学习。检索任务可以提高学习效果,即使是在短暂的延迟之后,特别是在提供重新学习机会的情况下。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
2.10
自引率
0.00%
发文量
12
期刊介绍: Organ der Deutschen Gesellschaft für Psychologie (DGPs) und der Fachgruppen Entwicklungspsychologie und Pädagogische Psychologie
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