Retrieval practice produces more learning than elaborative studying with concept mapping.
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The influence of childhood aerobic fitness on learning and memoryMaking long-term memories in minutes: a spaced learning pattern from memory research in education.Species-Recognition Program: A Computer-Assisted Approach to Recognizing SpeciesImproving Outcome of Psychosocial Treatments by Enhancing Memory and Learning.Improving Students' Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology.JGME-ALiEM Hot Topics in Medical Education: Analysis of a Multimodal Online Discussion About Team-Based Learning.Towards a Theory of Learning for Naming Rehabilitation: Retrieval Practice and Spacing Effects.Effectiveness and Adoption of a Drawing-to-Learn Study Tool for Recall and Problem Solving: Minute Sketches with Folded Lists.Using Pre-Assessment and In-Class Questions to Change Student Understanding of Molecular Movements.Teaching as Brain Changing: Exploring Connections between Neuroscience and Innovative TeachingStudents distracted by electronic devices perform at the same level as those who are focused on the lecture.The use of anonymous pop-quizzes (APQs) as a tool to reinforce learning.Retrieval practice, with or without mind mapping, boosts fact learning in primary school children.Assessment of learning gains associated with independent exam analysis in introductory biology.Learning word meanings: overnight integration and study modality effectsTest-enhanced learning: the potential for testing to promote greater learning in undergraduate science courses.Errorless learning in cognitive rehabilitation: a critical reviewDOPS (Direct Observation of Procedural Skills) in undergraduate skills-lab: Does it work? Analysis of skills-performance and curricular side effects.The generation effect: activating broad neural circuits during memory encoding.Retrieval-Based Learning: Positive Effects of Retrieval Practice in Elementary School ChildrenUsing a physics experiment in a lecture setting to engage biology students with the concepts of Poiseuille's lawMemorial consequences of testing school-aged children.Complementary role of frontoparietal activity and cortical pattern similarity in successful episodic memory encoding.Individual differences in task-specific paired associates learning in older adults: the role of processing speed and working memory.Group discussions and test-enhanced learning: individual learning outcomes and personality characteristics.Practicing memory retrieval improves long-term retention in rats.The importance of seeing the patient: test-enhanced learning with standardized patients and written tests improves clinical application of knowledge.Mapping as a learning strategy in health professions education: a critical analysis.Comparative effects of test-enhanced learning and self-explanation on long-term retention.Retrieval practice enhances new learning: the forward effect of testing.The integrated curriculum in medical education: AMEE Guide No. 96.The influence of intentional versus incidental retrieval practices on the role of recollection in test-enhanced learning.Comment on "Retrieval practice produces more learning than elaborative studying with concept mapping".When and why do retrieval attempts enhance subsequent encoding?Pharmacy student self-testing as a predictor of examination performance.Case-based assessment in an online nursing pharmacotherapy course.Instruction and cognition.Prevention of intestinal parasites in a tri-border area of Latin America: Children perceptions and an integral health education strategy.A dual memory theory of the testing effect.An Integrated Interactive-Spaced Education Radiology Curriculum for Preclinical Students.
P2860
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P2860
Retrieval practice produces more learning than elaborative studying with concept mapping.
description
2011 nî lūn-bûn
@nan
2011年の論文
@ja
2011年学术文章
@wuu
2011年学术文章
@zh
2011年学术文章
@zh-cn
2011年学术文章
@zh-hans
2011年学术文章
@zh-my
2011年学术文章
@zh-sg
2011年學術文章
@yue
2011年學術文章
@zh-hant
name
Retrieval practice produces more learning than elaborative studying with concept mapping.
@en
Retrieval practice produces more learning than elaborative studying with concept mapping.
@nl
type
label
Retrieval practice produces more learning than elaborative studying with concept mapping.
@en
Retrieval practice produces more learning than elaborative studying with concept mapping.
@nl
prefLabel
Retrieval practice produces more learning than elaborative studying with concept mapping.
@en
Retrieval practice produces more learning than elaborative studying with concept mapping.
@nl
P2860
P356
P1433
P1476
Retrieval practice produces more learning than elaborative studying with concept mapping.
@en
P2093
Janell R Blunt
Jeffrey D Karpicke
P2860
P304
P356
10.1126/SCIENCE.1199327
P407
P577
2011-01-20T00:00:00Z