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ERIC Number: EJ1054871
Record Type: Journal
Publication Date: 2013-Oct
Pages: 12
Abstractor: As Provided
Reference Count: 34
ISBN: N/A
ISSN: ISSN-2324-805X
The Influences of Pre-Testing Reviews and Delays on Differential-Associative Processing versus Conditions in Which Students Chose Their Learning Strategy
Hannon, Brenda
Journal of Education and Training Studies, v1 n2 p286-297 Oct 2013
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.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: National Institute of Mental Health (DHHS/NIH)
Authoring Institution: N/A
Identifiers - Location: Texas
Grant or Contract Numbers: GM081087-03S1