Learning and Instruction最新文献

{"title":"The influence of seductive details in learning environments with low and high extrinsic motivation","authors":"Lukas Wesenberg ,&nbsp;Sebastian Jansen ,&nbsp;Felix Krieglstein ,&nbsp;Sascha Schneider ,&nbsp;Günter Daniel Rey","doi":"10.1016/j.learninstruc.2024.102054","DOIUrl":"10.1016/j.learninstruc.2024.102054","url":null,"abstract":"<div><h3>Background</h3><div>The inclusion of interesting but irrelevant elements (seductive details) in learning environments can increase students’ motivation but also extraneous cognitive load. Accordingly, research mainly suggests detrimental effects on learning. However, most studies were conducted with participants who were extrinsically motivated to engage with the learning material anyway.</div></div><div><h3>Aims</h3><div>We assumed that presenting seductive details would impair learning when extrinsic motivation is high but improve learning when extrinsic motivation is low because the motivational potential that could be exploited through seductive details is greater and, thus, the motivational benefits might outweigh the cognitive disadvantages.</div></div><div><h3>Sample and method</h3><div>Two experimental studies (<em>N</em> = 120; <em>N</em> = 210) were conducted, which followed a 2 × 2 mixed design. The presence of seductive details was manipulated between subjects (with vs. without). External regulation - as one type of extrinsic motivation - was manipulated within subjects (low vs. high) by introducing the respective learning unit as either voluntary or mandatory.</div></div><div><h3>Results</h3><div>Results of both experiments showed that presenting seductive details only impaired test performance in high external regulation units but had no effect or even improved learning in low external regulation units. Additionally, in both studies, seductive details indirectly improved test performance via interest only in low external regulation units.</div></div><div><h3>Conclusions</h3><div>The results emphasize that the inclusion of seductive details should not be seen as unfavorable per se but as a trade-off between motivational advantages and cognitive disadvantages. Hence, whether seductive details impede or promote learning considerably depends on how much learners are motivated beforehand.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"96 ","pages":"Article 102054"},"PeriodicalIF":4.7,"publicationDate":"2024-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142720839","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"SES and academic achievement are (not always) related: Profiles of student SES, academic achievement and their links to socio-emotional, cognitive, and metacognitive characteristics","authors":"Julia Holzer ,&nbsp;Mélanie Maximino-Pinheiro ,&nbsp;Grégoire Borst","doi":"10.1016/j.learninstruc.2024.102055","DOIUrl":"10.1016/j.learninstruc.2024.102055","url":null,"abstract":"<div><h3>Background</h3><div>SES is a well-established predictor of academic achievement. However, not all students perform according to their SES-background and the predominantly variable-oriented body of research has neglected the investigation of constellations of SES and academic achievement differing from the commonly reported correlational links.</div></div><div><h3>Aims</h3><div>This study adopted a person-centered approach to identify different SES-achievement patterns and to compare them in terms of individual psychological characteristics.</div></div><div><h3>Sample</h3><div>Data were collected from an SES-diverse sample of 171 French ninth-graders (M_age = 14.40 years).</div></div><div><h3>Method</h3><div>We applied latent profile analysis (LPA) to (a) identify the various profiles when considering SES and academic achievement in a national standardized exam, and (b) investigate differences between the profiles regarding individual student characteristics (i.e., school well-being, academic self-concept, text anxiety, executive functions, and metacognition).</div></div><div><h3>Results</h3><div>LPA revealed 4 profiles: Group 1 (‘resilient achievers’, 19.9% of the sample) was characterized by below-average SES but above-average achievement, Group 2 (‘expected high achievers’, 42.1%) by above-average SES and achievement, Group 3 (‘expected low achievers’, 12.9%) by below-average SES and achievement, and Group 4 (‘underachievers’, 25.1%) by above-average SES and below-average achievement. ‘Resilient achievers’ displayed higher school happiness, better working memory and metacognitive knowledge than ‘underachievers’, and higher academic self-concept than ‘underachievers’ and ‘expected low achievers’.</div></div><div><h3>Conclusions</h3><div>Overall, these results suggest that academic resilience of low-SES students is related to socio-emotional, cognitive, and metacognitive resources that should be fostered in all students to promote academic achievement.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102055"},"PeriodicalIF":4.7,"publicationDate":"2024-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142705660","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Investigating learner characteristics and processes in Productive Failure and Vicarious Failure to design adaptive guidance","authors":"Charleen Brand ,&nbsp;Christian Hartmann ,&nbsp;Katharina Loibl ,&nbsp;Nikol Rummel","doi":"10.1016/j.learninstruc.2024.102052","DOIUrl":"10.1016/j.learninstruc.2024.102052","url":null,"abstract":"<div><h3>Background</h3><div>We investigate learner characteristics and learning processes in two instructional designs with preparatory activities prior to instruction: Productive Failure (PF) and Vicarious Failure (VF). The aim is to develop a first theoretical understanding of PF and VF learners that can inform directions for the design of adaptive support.</div></div><div><h3>Methods</h3><div>Based on an experimental study with 110 secondary school students in mathematics, we examine the effect of students’ learner characteristics in PF (students generating own solution attempts) and VF (students studying these attempts). We assess the learning processes based on think-aloud data from 15 PF-VF-model-observer-pairs, analyzing frequencies and sequences of cognitive processes, using the HeuristicsMiner algorithm.</div></div><div><h3>Results</h3><div>Mathematical ability was related to PF and VF students' learning, prior knowledge and mathematical self-concept to their learning processes. While both groups showed large overlaps in the frequencies and sequences of learning processes, VF students displayed a more analytical and PF students a more solution-oriented approach to the task. Metacognitive planning and evaluation behavior was relevant for VF students’ learning, depending on prior knowledge and ability. For PF students, it depended on mathematical self-concept.</div></div><div><h3>Conclusions</h3><div>PF and VF students’ learning as well as frequencies and sequences of their learning processes relates to cognitive and affective learner characteristics. Metacognitive planning and evaluation behavior may require adaptive guidance specifically for learners with low mathematical self-concept in PF or prior knowledge and ability in VF.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102052"},"PeriodicalIF":4.7,"publicationDate":"2024-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142705650","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Enhancing preservice teachers’ noticing via adaptive feedback in a virtual reality classroom","authors":"Yizhen Huang ,&nbsp;Mira Hansen ,&nbsp;Eric Richter ,&nbsp;Thilo Kleickmann ,&nbsp;Katharina Scheiter ,&nbsp;Dirk Richter","doi":"10.1016/j.learninstruc.2024.102053","DOIUrl":"10.1016/j.learninstruc.2024.102053","url":null,"abstract":"<div><h3>Background</h3><div>Despite the relevance of adaptive performance feedback in teacher education, it remains unclear if it improves preservice teachers’ noticing abilities.</div></div><div><h3>Aims</h3><div>This study aimed to investigate the influence of feedback on teachers' noticing abilities, specifically in the context of visually attending to disruptions within a virtual reality (VR) classroom. We examined the effect of feedback conditions (adaptive/static/no feedback) on three aspects of teachers’ visual attention performance (VAP): selective visual attention, visual scan scope, and visual sensitivity to significant events.</div></div><div><h3>Sample</h3><div>The sample consisted of 98 preservice teachers who were randomly assigned to one of three conditions.</div></div><div><h3>Methods</h3><div>We used linear mixed-effects modeling to examine feedback effects in a VR classroom with eye tracking. VAP was measured by both subjective (self-report) and objective (the number of fixations on students versus on objects; the degree of dispersions of fixation locations; the number of seen disruptions and the average time to first fixate on a disruption) measures. Adaptive feedback was based on real-time process data from eye tracking and provided participants with individualized evaluations of their actions, while static feedback only offered generic recommendations.</div></div><div><h3>Results</h3><div>We found that participants in both feedback conditions perceived their (subjective) VAP to be improving compared to the control group. But the actual objective VAP only improved for teachers receiving adaptive feedback.</div></div><div><h3>Conclusions</h3><div>This study provides empirical support for using adaptive feedback systems based on real-time process data in enhancing preservice teachers’ professional competence in noticing significant classroom events.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102053"},"PeriodicalIF":4.7,"publicationDate":"2024-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142705659","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Competitive and non-competitive school climate and students’ well-being","authors":"Márta Fülöp ,&nbsp;Balázs András Varga ,&nbsp;Nóra Sebestyén","doi":"10.1016/j.learninstruc.2024.102036","DOIUrl":"10.1016/j.learninstruc.2024.102036","url":null,"abstract":"<div><h3>Background</h3><div>For decades, a competitive school climate was considered to be an unhealthy factor resulting in an increased level of stress and anxiety while a supportive and cooperative educational environment was associated with positive outcomes such as higher levels of students’ well-being and better interpersonal relationships.</div></div><div><h3>Objectives</h3><div>The present study investigated the relationship between perceived school climate, high-school students’ competitive attitudes, psychological protective factors, and psychological and somatic well-being.</div></div><div><h3>Sample</h3><div>Participants were 407 high-school students attending high schools with highly competitive and non-competitive educational programs.</div></div><div><h3>Methods</h3><div>Students’ perception of the competitive climate of the school, their competitive orientation, psychological and somatic well-being (anxiety, perceived stress, somatic health, school burnout), and their psychological protective factors (positivity self-efficacy resilience) were measured.</div></div><div><h3>Results</h3><div>Perception of the school's competitive climate corresponded to the respective school type. No significant difference was found in perceived stress and somatic health indicators, but self-developmental competitive orientation, anxiety, and school burnout were significantly higher in the competitive schools. The regression analysis indicated that psychological protective factors such as resilience, self-efficacy, and positivity have a strong positive, while Anxiety-driven Competition Avoidance has moderately strong negative effects on students' psychological and somatic well-being irrespective of the competitive or non-competitive climate of the school environment. however contrary to previous assumptions competition-oriented school climate has only a weak direct negative effect.</div></div><div><h3>Conclusion</h3><div>It is not the explicit and perceived competition/non-competition-oriented educational climate that has a decisive influence on students' well-being, but the nature of the students’ personal orientation towards competition, and their psychological protection.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102036"},"PeriodicalIF":4.7,"publicationDate":"2024-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142661306","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Comparison effects on self- and external ratings: Testing the generalizability of the 2I/E model to parents and teachers of academic track school students","authors":"Marlene Wunberg ,&nbsp;Alexandra Petrak ,&nbsp;Jens Möller ,&nbsp;Julian F. Lohmann ,&nbsp;Fabian Wolff","doi":"10.1016/j.learninstruc.2024.102049","DOIUrl":"10.1016/j.learninstruc.2024.102049","url":null,"abstract":"<div><h3>Background</h3><div>According to the 2I/E model, social, dimensional, and temporal comparisons represent key determinants of students' academic self-concepts. However, it is unclear to what extent these assumptions also apply to external ratings of students’ self-concepts and abilities provided by central socializers.</div></div><div><h3>Aims</h3><div>This study aimed to examine the extent of generalizability of the 2I/E model to different parent and teacher ratings simultaneously for the first time.</div></div><div><h3>Sample</h3><div>Participants were 545 ninth-grade students from academic track schools in Germany, their parents, math teachers, and German teachers.</div></div><div><h3>Methods</h3><div>We investigated the joint effects of social, dimensional, and temporal comparisons on student self-concepts, parent and teacher ratings of student self-concepts, and parent and teacher ratings of student abilities in math and German using structural equation modeling.</div></div><div><h3>Results</h3><div>Our results strongly support the assumptions of the 2I/E model for student self-concepts, as we found strong social, moderate dimensional, and small temporal comparison effects in both domains. For parent ratings of student self-concepts and abilities, we found strong social and—except for parent German ability ratings—moderate to small dimensional comparison effects. For teacher ratings of student self-concepts and abilities, results showed only strong social comparison effects in both domains. Temporal comparison effects were not found for either parents or teachers.</div></div><div><h3>Conclusions</h3><div>Given the lack of temporal comparison effects on parent and teacher ratings, this study's findings question the generalizability of the 2I/E model to external ratings. However, they point to interesting discrepancies regarding social and dimensional comparison effects on parent and teacher ratings.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102049"},"PeriodicalIF":4.7,"publicationDate":"2024-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142661316","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Testing the CONIC model: The interplay of conscientiousness and interest in predicting academic effort","authors":"Laura Kehle,&nbsp;Detlef Urhahne","doi":"10.1016/j.learninstruc.2024.102050","DOIUrl":"10.1016/j.learninstruc.2024.102050","url":null,"abstract":"<div><h3>Background</h3><div>This report comprises two studies that more closely examined the Conscientiousness × Interest Compensation (CONIC) model by Trautwein, Nagengast, Roberts, and Lüdtke (2019) under laboratory conditions. The model specifies individual and compensatory effects of conscientiousness and individual interest on academic effort.</div></div><div><h3>Aims</h3><div>This research piece examines the assumed relationships between the three core variables of the CONIC model.</div></div><div><h3>Samples</h3><div>The first study was conducted with 152 university students and the second study included 120 university students randomly distributed across two experimental conditions and one control condition.</div></div><div><h3>Methods</h3><div>In an initial modeling study, we investigated the model assumptions in two different learning contexts and tested them using structural equation modeling (SEM). In a subsequent experimental study, we manipulated the predictor variables of academic effort to either promote conscientious or interest-based learning. The group differences were examined using multigroup SEM.</div></div><div><h3>Results</h3><div>In the modeling study, interest was always and conscientiousness at least partially a positive and significant predictor of academic effort. A compensatory effect of interest and conscientiousness could not be found. In the experimental study, promoting conscientious learning resulted in interest showing up as a stronger predictor of academic effort. However, promoting interest-based learning crystallized conscientiousness as the stronger predictor of academic effort. Moreover, the compensatory effect of the two personality traits was significantly stronger in the groups where conscientiousness or interest-based learning was promoted than in the control group.</div></div><div><h3>Conclusions</h3><div>Results provide support for the CONIC model and particularly highlight the compensatory effects of conscientiousness and interest at the model's heart.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102050"},"PeriodicalIF":4.7,"publicationDate":"2024-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142661315","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Metacognitive scaffolding for digital reading and mind-wandering in adults with and without ADHD","authors":"Adi Brann,&nbsp;Yael Sidi","doi":"10.1016/j.learninstruc.2024.102051","DOIUrl":"10.1016/j.learninstruc.2024.102051","url":null,"abstract":"<div><h3>Background</h3><div>Digital reading can heighten attention-sustaining challenges and escalate disparities in reading comprehension and monitoring between learners with and without attention deficit hyperactivity disorder (ADHD). However, the adaptability of digital platforms enables the systematic integration of learning scaffolds. Thus, when optimally adapted, these platforms could present unique benefits for learners with ADHD who might not fully exploit generic in-depth processing instructions like summary generation.</div></div><div><h3>Aims</h3><div>This study aimed to investigate the effect of gradually incorporating metacognitive scaffolding on reading comprehension and monitoring in adults with and without ADHD. Moreover, it delved into the mediating role of mind-wandering, a phenomenon commonly linked with sustained attention difficulties.</div></div><div><h3>Sample</h3><div>The study comprised 210 adults aged 20–50, of which 50.05% were diagnosed with ADHD.</div></div><div><h3>Method</h3><div>Participants were randomized into either a control or scaffolding condition. Across both conditions, they read a lengthy expository digital text, composed a summary, evaluated their mind-wandering episodes, and then responded to comprehension questions while rating their confidence. The scaffolding condition provided additional stage-specific guidance to direct attention and enhance self-regulation.</div></div><div><h3>Results</h3><div>In the control condition, the ADHD group underperformed in reading comprehension and reported lower confidence compared to the non-ADHD group. However, within the scaffolding condition, comprehension and confidence levels were comparable across both groups. Notably, state mind-wandering mediated comprehension differences between the ADHD and non-ADHD groups, but only in the control condition.</div></div><div><h3>Conclusions</h3><div>Strategically incorporating instructions throughout distinct reading stages can mitigate the impact of excessive mind-wandering, narrowing the comprehension disparities between readers with and without ADHD.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102051"},"PeriodicalIF":4.7,"publicationDate":"2024-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142661314","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Interleaved practice enhances grammar skill learning for similar and dissimilar tenses in Romance languages","authors":"Steven C. Pan ,&nbsp;Sergio Rodríguez Flores ,&nbsp;Michelle E. Kaku ,&nbsp;Wing Hei Esmee Lai","doi":"10.1016/j.learninstruc.2024.102045","DOIUrl":"10.1016/j.learninstruc.2024.102045","url":null,"abstract":"<div><h3>Background</h3><div><em>Interleaved practice</em> (or <em>interleaving</em>), the strategy of alternating between categories or concepts during study or practice, can enhance second language grammar skills. It remains to be determined, however, whether that enhancement specifically involves identifying tenses, conjugating verbs, or both, and whether close similarity between tenses is essential.</div></div><div><h3>Aims</h3><div>This study investigated the language skills that interleaving can enhance and the extent to which that enhancement is limited to highly similar tenses.</div></div><div><h3>Sample</h3><div>Participants were college students (Experiment 1, 92 participants; Experiment 2, 109 participants) and adult learners (Experiment 3, 104 participants; Experiment 4, 88 participants).</div></div><div><h3>Methods</h3><div>In each experiment, participants completed two weekly learning sessions and a one-week delayed criterial test. In the blocked group, participants learned one tense per session. In the interleaved group, participants alternated between two tenses during each session. The criterial test assessed: verb conjugation skills (all experiments), tense identification ability for specific usage scenarios (Experiments 1–3), and the capacity to identify the language of a sentence written in a specific tense (Experiment 4).</div></div><div><h3>Results</h3><div>Interleaving improved verb conjugation skills in all experiments, tense identification ability in Experiments 1 and 3, and language identification skills in Experiment 4. Benefits of interleaving were observed across tenses varying in usage, meaning, and suffixes.</div></div><div><h3>Conclusions</h3><div>Interleaving enhances multiple language skills, including verb conjugation, tense identification, and language identification. Those benefits are not limited to highly similar tenses. Accordingly, these results challenge assumptions about interleaving and underscore its potential as an effective approach for improving language learning.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102045"},"PeriodicalIF":4.7,"publicationDate":"2024-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142660882","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Retrieval supports word learning in children with Down syndrome","authors":"Laura Boundy,&nbsp;Emily Croft,&nbsp;Kelly Burgoyne","doi":"10.1016/j.learninstruc.2024.102048","DOIUrl":"10.1016/j.learninstruc.2024.102048","url":null,"abstract":"<div><h3>Background</h3><div>Retrieving information during word learning significantly improves retention and recall in both typically developing children and those with language delays. However, the extent to which this strategy benefits all learners, particular those with cognitive impairment and significant learning difficulties is unclear.</div></div><div><h3>Aims</h3><div>This study examined the effects of retrieval practice on novel word learning in children with Down syndrome.</div></div><div><h3>Sample</h3><div>The sample consisted of 11 children with Down syndrome aged 8–13 years and 11 typically developing children with comparable receptive vocabulary skills aged 4–6 years.</div></div><div><h3>Methods</h3><div>Participants were taught a series of novel words and their meanings either using retrieval or restudy strategies. Learning was assessed after 5-min and one week later. Mixed effects models were used to compare the effect of learning condition on recall and recognition.</div></div><div><h3>Results</h3><div>Recall accuracy of novel words was significantly higher in the retrieval condition compared to restudy in both participant groups, and this effect remained one week later. Children with Down syndrome also recalled significantly more meanings of these words in the retrieval condition compared to restudy; this effect was not significant for typically developing children.</div></div><div><h3>Conclusions</h3><div>Retrieval practice improves novel word learning in children with Down syndrome. These findings highlight retrieval practice as an effective learning strategy in diverse populations. Implications for theory and practice are discussed.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102048"},"PeriodicalIF":4.7,"publicationDate":"2024-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142660881","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}