The Influences of Pre-testing Reviews and Delays on Differentialassociative Processing versus A Condition in which Students chose their Learning Strategy.
The Influences of Pre-testing Reviews and Delays on Differentialassociative Processing versus A Condition in which Students chose their Learning Strategy.
复制标题
预测试复习和延迟对差异联想处理的影响与学生选择学习策略的条件。
DOI：
10.11114/jets.v1i2.225
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发表时间：
2013
期刊：
影响因子：
--
通讯作者：
Hannon,Brenda
中科院分区：
文献类型：
--
作者：
Hannon,Brenda
最近的研究表明，一种称为差异联想处理的新策略对于学习相关概念非常有效。然而，我们对差分关联处理的了解仍然有限。因此，本研究的目标是评估通过使用差异联想处理获得知识的持续时间，确定差异联想处理的效果是否会随着 10 分钟的测试前复习而改变，并将差异联想处理与学生选择自己的学习策略的两种条件进行比较。结果表明，与两种比较条件中的任何一种相比，差异联想处理是学习相关概念的更好策略。他们还透露，10 分钟的测试前回顾对微分联想处理具有积极的附加影响。最后，尽管通过使用差异联想处理获得的知识随着学习和测试之间的延迟的增加而下降，但这种下降相当于在两种比较条件下观察到的下降。
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, this decline was equivalent to the decline observed in both comparison conditions.