The Cambridge Handbook of Cognition and Education最新文献_第2页

Iterative Development of Conceptual and Procedural Knowledge in Mathematics Learning and Instruction 数学学习与教学中概念性与程序性知识的迭代发展

The Cambridge Handbook of Cognition and Education Pub Date : 2019-02-07 DOI: 10.1017/9781108235631.007

Bethany Rittle-Johnson

引用次数: 9

Correcting Student Errors and Misconceptions 纠正学生的错误和误解

The Cambridge Handbook of Cognition and Education Pub Date : 2019-02-07 DOI: 10.1017/9781108235631.018

E. Marsh, Emmaline Drew Eliseev

引用次数: 6

How the Learning Sciences Can Inform Cognitive Psychology 学习科学如何影响认知心理学

The Cambridge Handbook of Cognition and Education Pub Date : 2019-02-07 DOI: 10.1017/9781108235631.002

K. Sawyer, J. Dunlosky

引用次数: 2

Teaching Critical Thinking as if Our Future Depends on It, Because It Does 教授批判性思维，就好像我们的未来取决于它一样，因为它确实如此

The Cambridge Handbook of Cognition and Education Pub Date : 2019-02-07 DOI: 10.1017/9781108235631.004

D. Halpern, Heather Butler

引用次数: 8

Harnessing Our Hands to Teach Mathematics 利用我们的双手来教数学

The Cambridge Handbook of Cognition and Education Pub Date : 2019-02-07 DOI: 10.1017/9781108235631.010

Elizabeth Wakefield, S. Goldin‐Meadow

引用次数: 5

Multiple-Choice and Short-Answer Quizzing on Equal Footing in the Classroom 选择题和简答题在课堂上的平等地位

The Cambridge Handbook of Cognition and Education Pub Date : 2019-02-07 DOI: 10.1017/9781108235631.020

M. McDaniel, Jeri L. Little

引用次数: 17

Improving Students’ Scientific Thinking 提高学生的科学思维能力

The Cambridge Handbook of Cognition and Education Pub Date : 2019-02-07 DOI: 10.1017/9781108235631.005

D. Klahr, Corinne Zimmerman, Bryan J. Matlen

引用次数: 5

Calibration and Self-Regulated Learning 校准和自我调节学习

The Cambridge Handbook of Cognition and Education Pub Date : 2019-02-07 DOI: 10.1017/9781108235631.026

Douglas J. Hacker, Linda Bol

引用次数: 20

Self-Explaining 不解自明的

The Cambridge Handbook of Cognition and Education Pub Date : 2019-02-07 DOI: 10.1017/9781108235631.022

A. Renkl, Alexander Eitel

引用次数: 11

Enhancing the Quality of Student Learning Using Distributed Practice 利用分布式实践提高学生学习质量

The Cambridge Handbook of Cognition and Education Pub Date : 2019-02-07 DOI: 10.1017/9781108235631.023

E. M. W. Carolina, Küpper-Tetzel, T. Weston, Alice S. N. Kim, Irina V. Kapler, Vanessa Foot-Seymour

{"title":"Enhancing the Quality of Student Learning Using Distributed Practice","authors":"E. M. W. Carolina, Küpper-Tetzel, T. Weston, Alice S. N. Kim, Irina V. Kapler, Vanessa Foot-Seymour","doi":"10.1017/9781108235631.023","DOIUrl":"https://doi.org/10.1017/9781108235631.023","url":null,"abstract":"Whether you are an educator or a student, effective time management is critical to achieving success in the formal education system. For educators, the expectation is that a significant amount of curriculum can be covered in a condensed period of time. The goal is to maximize the amount of learning that takes place in the classroom so that students are prepared for the grade level or course that will follow. For students, the expectation is that a range of subject materials will be studied and tested in a short amount of time. This system of learning prioritizes the quantity of knowledge conveyed to students over the quality of students’ learning – that is, long-lasting comprehension and retention of the material. In preparation for an upcoming test or exam, teachers and students must decide what material to review and when and how to review it. To maximize the use of limited learning time, it is important to identify learning strategies that will be not only effective but also efficient tools for promoting long-term retention of classroom materials. The field of cognitive psychology offers a wealth of insight on how to enhance knowledge retention. Particularly, researchers have consistently shown the benefit of repetition or reviewingof newly learned informationon long-termmemory.As explained in the writings of memory researcher Ebbinghaus (1885/1964), “with any considerable number of repetitions a suitable distribution of them over a space of time is decidedly more advantageous than the massing of them at a single time” (p. 89). This phenomenon is called the distributed practice effect or spacing effect, and it refers to the finding that when reviewing previously learned material, distributing or “spacing” a set amount of study time across sessions leads to better memory performance in the long run than “massing” or cramming the same amount of study time into a single session. A typical research design for investigating the spacing effect consists of two study events and one test event. During the first study event, new material is introduced and learned (sometimes to a criterion); during the second study event, the same material is reviewed; and during the test event, the material is tested (Figure 22.1). The time interval between the first and second study events is referred to as the interstudy interval; it can be short/ massed (e.g., immediate or a few seconds later) or long/spaced (e.g., minutes, hours, or days later). The time interval between the last study event and the test event is referred to as the retention interval; it can also be short (e.g., an immediate test or a test in 5minutes) or long (e.g., a test amonth or year away). Therefore, the distributed practice effect can be studied in both single-session experiments as well as multiday experiments.","PeriodicalId":307482,"journal":{"name":"The Cambridge Handbook of Cognition and Education","volume":"114 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133322613","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 17