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Showing 121 to 135 of 400 results Save | Export
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Rohrer, Doug – Educational Psychology Review, 2015
In many academic courses, students encounter a particular fact or concept many times over a period of a few weeks and then do not see it again during the remainder of the course. Are these brief instructional periods sufficient, or should the same amount of instruction be distributed over longer periods of time? This question was the focus of…
Descriptors: Pretests Posttests, Second Language Instruction, Second Language Learning, Time Factors (Learning)
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Nokes-Malach, Timothy J.; Richey, J. Elizabeth; Gadgil, Soniya – Educational Psychology Review, 2015
Although collaboration is often considered a beneficial learning strategy, research examining the claim suggests a much more complex picture. Critically, the question is not whether collaboration is beneficial to learning, but instead how and when collaboration improves outcomes. In this paper, we first discuss the mechanisms hypothesized to…
Descriptors: Cooperative Learning, Teaching Methods, Group Activities, Research
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Waters, Lea; Barsky, Adam; Ridd, Amanda; Allen, Kelly – Educational Psychology Review, 2015
Schools need reliable evidence about the outcomes of meditation programs before they consider if and how such programmes can influence learning agendas, curriculum and timetables. This paper reviewed evidence from 15 peer-reviewed studies of school meditation programmes with respect to three student outcomes: well-being, social competence and…
Descriptors: Intervention, Evidence, Program Effectiveness, Well Being
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Pai, Hui-Hua; Sears, David A.; Maeda, Yukiko – Educational Psychology Review, 2015
This study investigated the potential benefit of small-group learning on transfer performance using the method of meta-analysis. Results showed positive support for the hypothesis that small-group learning can increase students' transfer performance (average effect size of 0.30). Unlike reviews of effects of cooperation on learning, this…
Descriptors: Small Group Instruction, Transfer of Training, Meta Analysis, Heuristics
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Thomas, Hannah J.; Connor, Jason P.; Scott, James G. – Educational Psychology Review, 2015
The need for an integrated approach to studying bullying behaviors, both traditional and cyber, in adolescents is increasingly evident. The definitional criteria of bullying are well established in the traditional bullying literature and include (i) intention, (ii) repetition, and (iii) power imbalance. There is emerging evidence that these same…
Descriptors: Bullying, Adolescents, Computer Mediated Communication, Definitions
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Eitel, Alexander; Scheiter, Katharina – Educational Psychology Review, 2015
The present article reviews 42 studies investigating the role of sequencing of text and pictures for learning outcomes. Whereas several of the reviewed studies revealed better learning outcomes from presenting the picture before the text rather than after it, other studies demonstrated the opposite effect. Against the backdrop of theories on…
Descriptors: Sequential Approach, Visual Aids, Outcomes of Education, Memory
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Shapiro, Shauna L.; Lyons, Kristen E.; Miller, Richard C.; Butler, Britta; Vieten, Cassandra; Zelazo, Philip David – Educational Psychology Review, 2015
Research with adults suggests that contemplative practices such as meditation and yoga impart a variety of benefits, from improved attention to reduced stress. Increasingly, these practices are being adapted for use with children and introduced into childhood education in order to foster the development of key self-regulation skills required for…
Descriptors: Metacognition, Physical Activities, Self Control, Academic Achievement
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Richey, J. Elizabeth; Nokes-Malach, Timothy J. – Educational Psychology Review, 2015
Robust knowledge serves as a common instructional target in academic settings. Past research identifying characteristics of experts' knowledge across many domains can help clarify the features of robust knowledge as well as ways of assessing it. We review the expertise literature and identify three key features of robust knowledge (deep,…
Descriptors: Comparative Analysis, Teaching Methods, Knowledge Level, Expertise
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Clark, Daniel A.; Svinicki, Marilla – Educational Psychology Review, 2015
Although active retrieval is an extremely effective study method, students continue to use less effective methods (Karpicke, "Journal of Experimental Psychology General," 138(4), 469-486, 2009; Hartwig and Dunlosky, "Psychonomic Bulletin & Review," 19(1), 126-134, 2012). There are likely many underlying reasons for using…
Descriptors: Study, Undergraduate Students, Memory, Psychological Patterns
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Vaughn, Sharon; Roberts, Greg; Swanson, Elizabeth A.; Wanzek, Jeanne; Fall, Anna-Mária; Stillman-Spisak, Stephanie J. – Educational Psychology Review, 2015
This study aimed to replicate findings that demonstrated impact on students' reading comprehension and social studies content learning. Using a randomized control trial, intervention, and outcome measures, this study was replicated in 85 8th-grade social studies classes with 19 teachers. Teachers were provided professional development on…
Descriptors: Middle School Students, Social Studies, Reading Comprehension, Grade 8
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Cela, Karina L.; Sicilia, Miguel Ángel; Sánchez, Salvador – Educational Psychology Review, 2015
E-learning occupies an increasingly prominent place in education. It provides the learner with a rich virtual network where he or she can exchange ideas and information and create synergies through interactions with other members of the network, whether fellow learners or teachers. Social network analysis (SNA) has proven extremely powerful at…
Descriptors: Social Networks, Network Analysis, Electronic Learning, Content Analysis
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Yue, Carole L.; Storm, Benjamin C.; Kornell, Nate; Bjork, Elizabeth Ligon – Educational Psychology Review, 2015
Use of highlighting is a prevalent study strategy among students, but evidence regarding its benefit for learning is mixed. We examined highlighting in relation to distributed study and students' attitudes about highlighting as a study strategy. Participants read a text passage twice while highlighting or not, with their readings either…
Descriptors: Metacognition, Student Attitudes, Study Habits, Learning Strategies
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Fenesi, Barbara; Sana, Faria; Kim, Joseph A.; Shore, David I. – Educational Psychology Review, 2015
In recent years, research from cognitive science has provided a solid theoretical framework to develop evidence-based interventions in education. In particular, research into reading, writing, language, mathematics and multimedia learning has been guided by the application of Baddeley's multicomponent model of working memory. However, an…
Descriptors: Short Term Memory, Educational Research, Cognitive Science, Models
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Leahy, Wayne; Hanham, José; Sweller, John – Educational Psychology Review, 2015
The testing effect occurs when learners who are tested rather than relearning material perform better on a final test than those who relearn. Based on cognitive load theory, it was predicted that the testing effect may not be obtained when the material being learned is high in element interactivity. Three experiments investigated conditions of the…
Descriptors: Problem Solving, Testing, Cognitive Processes, Difficulty Level
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van Gog, Tamara; Kester, Liesbeth; Dirkx, Kim; Hoogerheide, Vincent; Boerboom, Joris; Verkoeijen, Peter P. J. L. – Educational Psychology Review, 2015
Four experiments investigated whether the testing effect also applies to the acquisition of problem-solving skills from worked examples. Experiment 1 (n?=?120) showed no beneficial effects of testing consisting of "isomorphic" problem solving or "example recall" on final test performance, which consisted of isomorphic problem…
Descriptors: Testing, Problem Solving, Performance, Comparative Analysis
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