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Lyle, Keith B.; Bego, Campbell R.; Hopkins, Robin F.; Hieb, Jeffrey L.; Ralston, Patricia A. S. – Educational Psychology Review, 2020
Retrieving information from memory increases the likelihood the information will be remembered later. The strategic use of retrieval to enhance memory is known as retrieval practice. Teachers can exert considerable control over students' retrieval practice, dictating when and how much students practice. Laboratory research has shown that retention…
Descriptors: Recall (Psychology), Memory, Teaching Methods, Retention (Psychology)
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Tsai, Mei-Hsing – Language Teaching Research, 2020
This study investigates the relative effectiveness of two methods for teaching a set of English verb-noun collocations: form-focused instruction (FFI) and concept-based instruction (CBI). The sample comprised 73 Chinese-speaking learners of English taking intermediate English courses, who were randomly assigned to one of three groups: an FFI…
Descriptors: Second Language Learning, Second Language Instruction, English (Second Language), Pretests Posttests
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Gordani, Yahya; Khajavi, Yaser – Education and Information Technologies, 2020
Although there is a wide range of studies on the use of PowerPoint Presentations (PPP) in different fields, few studies have investigated the effects of different aspects of multi-modal PowerPoint presentation on the language comprehension of foreign language students. This study was conducted to investigate the effect of PowerPoint-supported…
Descriptors: Computer Software, English (Second Language), Second Language Learning, Second Language Instruction
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Strachan, James W. A.; Guttesen, Anna á Váli; Smith, Anika K.; Gaskell, M. Gareth; Tipper, Steven P.; Cairney, Scott A. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2020
People make inferences about the trustworthiness of others based on their observed gaze behavior. Faces that consistently look toward a target location are rated as more trustworthy than those that look away from the target. Representations of trust are important for future interactions; yet little is known about how they are consolidated in…
Descriptors: Incidental Learning, Trust (Psychology), Inferences, Sleep
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Albashtawi, Abeer Hameed; Jaganathan, Paramaswari; Singh, Manjet Kaur Mehar – International Journal of Instruction, 2020
This current quasi-experimental study examined the effect of the Cognitive Academic Language Learning Approach (CALLA) on Jordanian EFL undergraduate RVK- recall and retention. 122 participants took part in this study. Quantitative data were collected by administering a pre, post and delayed vocabulary-reading test. The respondents were assigned…
Descriptors: Receptive Language, Vocabulary Development, Academic Language, Second Language Learning
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Yeo, Darren J.; Fazio, Lisa K. – Journal of Educational Psychology, 2019
Testing (having students recall material) and worked examples (having students study a completed problem) are both recommended as effective methods for improving learning. The two strategies rely on different underlying cognitive processes and thus may strengthen different types of learning in different ways. Across three experiments, we examine…
Descriptors: Learning Strategies, Recall (Psychology), Problem Solving, Learning Processes
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Abel, Magdalena; Haller, Valerie; Köck, Hanna; Pötschke, Sarah; Heib, Dominik; Schabus, Manuel; Bäuml, Karl-Heinz T. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2019
Retrieval practice relative to restudy of learned material typically attenuates time-dependent forgetting. A recent study examining this testing effect across 12-h delays filled with nocturnal sleep versus daytime wakefulness, however, showed that sleep directly following encoding benefited recall of restudied but not of retrieval practiced items,…
Descriptors: Sleep, Testing, Recall (Psychology), Memory
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Kaplan-Rakowski, Regina – Contemporary Educational Technology, 2019
Vocabulary is crucial for language learning. Therefore, searching for the most effective methods to master vocabulary is an important quest. This study investigated the effect of stereoscopic three-dimensional (S3D) images on recall and retention of foreign language vocabulary. S3D images, frequently used in virtual reality visualizations, are…
Descriptors: Visual Aids, Vocabulary, Recall (Psychology), Retention (Psychology)
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Nairne, James S.; Coverdale, Michelle E.; Pandeirada, Josefa N. S. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2019
Four experiments investigated the mnemonic effects of generating survival situations. People were given target words and asked to generate survival situations involving that stimulus (e.g., DOOR: "I'm in a house that's on fire, and I can escape through the door"). No constraints were placed on the generation process, other than that it…
Descriptors: Mnemonics, Recall (Psychology), Evolution, Retention (Psychology)
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Loaiza, Vanessa M.; Halse, Sindre C. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2019
Previous work regarding a counterintuitive benefit of increasing distractors on episodic long-term memory (LTM) has suggested that retrieval of memoranda in working memory (WM) after attention has been distracted may confer benefits to episodic LTM. The current study investigated 2 conceptions of how this may occur: either as an attentional…
Descriptors: Short Term Memory, Long Term Memory, Performance Factors, Attention
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Yang, Chunliang; Chew, Siew-Jong; Sun, Bukuan; Shanks, David R. – Journal of Educational Psychology, 2019
Interim testing of studied information, compared with restudying or no treatment, facilitates subsequent learning and retention of new information--"the forward testing effect." Previous research exploring this effect has shown that interim testing of studied information from a given domain enhances subsequent learning and retention of…
Descriptors: Testing, Transfer of Training, Retention (Psychology), Prior Learning
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Morano, Stephanie – TEACHING Exceptional Children, 2019
Retrieval practice may be a good fit for the needs of students with learning disability (LD) because it improves academic performance by strengthening memory (Roediger & Butler, 2011). Memory deficits are a central characteristic of LD and are linked to performance in both academic and cognitive areas (Toffalini, Giofrè, & Cornoldi, 2017).…
Descriptors: Recall (Psychology), Retention (Psychology), Transfer of Training, Students with Disabilities
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Zhang, Hanmu; Zhang, Hanmu – Journal of Education and Learning, 2019
Since understanding reading assignments is important to succeeding in school, improving the way that text is arranged in books would be an efficient way to help students better understand the material and perform well on tests. In this study, we asked students to read two original and two rearranged historical passages, in which rephrased…
Descriptors: Test Items, Textbook Preparation, Retention (Psychology), Recall (Psychology)
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Kim, Hyang-Sook; Kim, Kyongseok – American Journal of Health Education, 2019
Background: Despite previous efforts to improve health literacy through entertainment media, current practice seems to address only a few public health topics. Purpose: We examined the impact of supplementary open captions about medical terminology related to physical injuries that might lead to chronic health conditions on the acquisition and…
Descriptors: Injuries, Medicine, Vocabulary, Chronic Illness
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Burns, Matthew K.; Aguilar, Lisa N.; Young, Helen; Preast, June L.; Taylor, Crystal N.; Walsh, Allison D. – School Psychology, 2019
The purpose of this study was to examine the effects of Incremental Rehearsal (IR) and traditional drill (TD) on retention of multiplication facts with 29 students in third and fourth grades with low mathematical skills. Results indicated that IR led to significantly more facts being retained, and was essentially equal to TD for efficiency as…
Descriptors: Drills (Practice), Teaching Methods, Instructional Effectiveness, Mathematics Instruction
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