Given the growing interest in retrieval practice among educators, it is valuable to know when retrieval practice does and does not improve student learning—particularly for educators who have limited classroom time and resources. In this literature review, we developed a narrow operational definition for “classroom research” compared to previous reviews of the literature. We screened nearly 2000 abstracts and systematically coded 50 experiments to establish a clearer picture of benefits from retrieval practice in real world educational settings. Our review yielded 49 effect sizes and a total n?=?5374, the majority of which (57%) revealed medium or large benefits from retrieval practice. We found that retrieval practice improved learning for a variety of education levels, content areas, experimental designs, final test delays, retrieval and final test formats, and timing of retrieval practice and feedback; however, only 6% of experiments were conducted in non-WEIRD countries. Based on our review of the literature, we make eight recommendations for future research and provide educators with a better understanding of the robust benefits of retrieval practice across a range of school and classroom settings.
相似文献 |
|||||||
|
|||||||
|
排序方式： 共有7条查询结果，搜索用时 15 毫秒
1
1.
Developmental psychologists have long been concerned with the ways that early adversity influences children's long-term outcomes. In the current study, activity of the hypothalamic–pituitary–adrenal axis of medically at-risk (e.g., preterm) infants was measured as a result of maternal participation in a novel cognitively based home visitation program (versus a Healthy Start home visitation program). Maternal participation in the cognitive intervention predicted lower basal cortisol levels among infants—with reduced levels of maternal avoidance/withdrawal serving as a mediator of this relation. Lower cortisol levels in infancy, in turn, predicted higher verbal short-term memory (STM) at age 3. STM represents a cognitive ability that has importance for children's later educational outcomes. Findings provide experimental evidence concerning the pathway by which an early intervention may produce hormonal changes that can, in turn, influence children's learning outcomes. 相似文献
2.
3.
4.
Daphne Blunt Bugental Jay Blue Victoria Cortez Karen Fleck Alina Rodriguez 《Child development》1992,63(4):774-786
Children between the ages of 5 and 10 years watched a videotape of a child having a routine medical exam. Embedded within the scenes were systematic variations of depicted facial affect shown by doctor and child. Measures were taken of autonomic reactions and information-processing errors in response to positive, neutral, and negative affective cues. For 5-6-year-olds, processing errors were greatest in the negative affect condition. Additionally, peak increases in heart rate (HR) and skin conductance level (SCL) were demonstrated by 5-6-year-olds in response to negative affect shown by the witnessed child; increases in HR were in turn predictive of processing errors. Older children (9-10 years) showed trends reflecting reduced processing errors in response to witnessed negative affect. It was suggested that younger children respond to salient threat cues with a "defensive" response pattern that is relatively adaptive at younger but not older ages. 相似文献
5.
Agarwal Pooja K. Nunes Ludmila D. Blunt Janell R. 《Educational Psychology Review》2021,33(4):1409-1453
6.
7.
Young children (aged 5 and 6) watched videotaped fairy tales that acted to prime child control versus adult control over frightening events. Subsequently, they watched an ambiguous videotape of a child having a medical exam; tapes were varied for presence or absence of fear cues (facial expressions shown by actors). We predicted that children primed for child control versus adult control would show information-processing error patterns that paralleled those previously found for children who were dispositionally high or low in perceived control. As expected, children primed for child control showed processing enhancement whereas those primed for adult control showed processing deficits after witnessing fear cues. Attentional disengagement was found to mediate processing errors. Perceived control—dispositional or temporary—was interpreted as an important organizer of attention to and processing of potentially threatening events. 相似文献
1
|
| 设为首页 | 免责声明 | 关于勤云 | 加入收藏 |
|
Copyright©北京勤云科技发展有限公司 京ICP备09084417号 |