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Badali, Sabrina; Rawson, Katherine A.; Dunlosky, John – Educational Psychology Review, 2023
Multiple-choice practice tests are beneficial for learning, and students encounter multiple-choice questions regularly. How do students regulate their use of multiple-choice practice testing? And, how effective is students' use of multiple-choice practice testing? In the current experiments, undergraduate participants practiced German-English word…
Descriptors: Undergraduate Students, Drills (Practice), Multiple Choice Tests, Student Behavior
Daley, Nola; Rawson, Katherine A. – Educational Psychology Review, 2021
Textbooks currently include many elaborations that describe, illustrate, and explain main ideas, increasing the length of these textbook chapters. The current study investigated if the cost in additional reading time that these elaborations impose is outweighed by benefits to memory for main ideas. Given that elaborations in textbooks sometimes…
Descriptors: Textbook Content, Textbooks, Attention, Memory
Dunlosky, John; Badali, Sabrina; Rivers, Michelle L.; Rawson, Katherine A. – Educational Psychology Review, 2020
Almost anything worth doing takes effort, so it is no surprise that effort has played such a central role in how researchers, theoreticians, instructors, and even students think about student learning and achievement. In this special issue, the authors of the target articles explore the importance of effort to students' self-regulated learning…
Descriptors: Academic Achievement, Achievement Gains, Individual Power, Student Attitudes
Rawson, Katherine A.; Dunlosky, John; Janes, Jessica L. – Educational Psychology Review, 2020
Successive relearning involves practicing to-be-learned content until a designated level of mastery is achieved in each of multiple practice sessions. As compared with practicing the content to the same criterion in a single session, successive relearning has been shown to dramatically boost students' retention of simple verbal materials. Does the…
Descriptors: Mastery Learning, Retention (Psychology), College Students, Problem Solving
Morehead, Kayla; Dunlosky, John; Rawson, Katherine A. – Educational Psychology Review, 2019
Many students use laptops to take notes in classes, but does using them impact later test performance? In a high-profile investigation comparing note-taking writing on paper versus typing on a laptop keyboard, Mueller and Oppenheimer ("Psychological Science," 25, 1159-1168, 2014) concluded that taking notes by longhand is superior. We…
Descriptors: Notetaking, Educational Technology, Laptop Computers, Technology Uses in Education
Daley, Nola; Rawson, Katherine A. – Educational Psychology Review, 2019
Textbook passages commonly include elaborations (details supporting main ideas) with the assumption that elaborations will improve learning of the main ideas. However, elaborations increase text length, which subsequently increases the reading time of that text. These observations lead to the two focal questions of interest in the current study:…
Descriptors: Textbook Content, Textbooks, Time, Memory
Zamary, Amanda; Rawson, Katherine A. – Educational Psychology Review, 2018
Students in many courses are commonly expected to learn declarative concepts, which are abstract concepts denoted by key terms with short definitions that can be applied to a variety of scenarios as reported by Rawson et al. ("Educational Psychology Review" 27:483-504, 2015). Given that declarative concepts are common and foundational in…
Descriptors: Teaching Methods, College Students, Social Psychology, Recall (Psychology)
Zamary, Amanda; Rawson, Katherine A. – Educational Psychology Review, 2018
Declarative concepts (abstract concepts denoted by key terms and definitions) are foundational content in many courses at most grade levels. The current research compared the relative effectiveness of provided examples to faded examples (a technique involving a transition from studying provided examples to completing partial examples to generating…
Descriptors: Concept Formation, Educational Psychology, Learning Processes, Models
Rawson, Katherine A.; Dunlosky, John – Educational Psychology Review, 2016
Declarative concepts (i.e., key terms and corresponding definitions for abstract concepts) represent foundational knowledge that students learn in many content domains. Thus, investigating techniques to enhance concept learning is of critical importance. Various theoretical accounts support the expectation that example generation will serve this…
Descriptors: Undergraduate Students, Concept Formation, Experiments, Learning Processes
Rawson, Katherine A.; Thomas, Ruthann C.; Jacoby, Larry L. – Educational Psychology Review, 2015
Declarative concepts (i.e., key terms with short definitions of the abstract concepts denoted by those terms) are a common kind of information that students are expected to learn in many domains. A common pedagogical approach for supporting learning of declarative concepts involves presenting students with concrete examples that illustrate how the…
Descriptors: Concept Formation, Teaching Methods, Classification, Performance
Rawson, Katherine A. – Educational Psychology Review, 2015
The target articles in the special issue address a timely and important question concerning whether practice tests enhance learning of complex materials. The consensus conclusion from these articles is that the testing effect does not obtain for complex materials. In this commentary, I discuss why this conclusion is not warranted either by the…
Descriptors: Testing, Learning, Difficulty Level, Instructional Materials
Rawson, Katherine A.; Dunlosky, John; Sciartelli, Sharon M. – Educational Psychology Review, 2013
Practice tests and spaced study are both highly potent for enhancing learning and memory. Combining these two methods under the conditions in which they are most effective (i.e., practice tests that invoke successful retrieval from long-term memory and spacing study across days) yields a promising learning technique referred to as "successive…
Descriptors: Retention (Psychology), Tests, Intervention, Teaching Methods
Rawson, Katherine A.; Dunlosky, John – Educational Psychology Review, 2012
Although summative testing is often maligned within educational communities, practice testing is one of the most well-established strategies for improving student learning. Despite the wealth of empirical evidence that testing can enhance learning, teachers and students underutilize practice testing as a learning strategy. Accordingly, a…
Descriptors: Evidence, Testing, Learning Strategies, Teaching Methods