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1.
Pooja K. Agarwal Patrice M. Bain Roger W. Chamberlain 《Educational Psychology Review》2012,24(3):437-448
Over the course of a 5-year applied research project with more than 1,400 middle school students, evidence from a number of studies revealed that retrieval practice in authentic classroom settings improves long-term learning (Agarwal et al. 2009; McDaniel et al., Journal of Educational Psychology 103:399–414, 2011; McDaniel et al. 2012; Roediger et al., Journal of Experimental Psychology: Applied 17:382–395, 2011a). Retrieval practice, or the use of quizzes and exams to engage and enhance retrieval processes, has been widely established as an effective strategy for facilitating learning in laboratory settings (e.g., Roediger et al. 2011c). In this article, we review recent findings from applied research that demonstrate that retrieval practice enhances long-term classroom learning, delayed quizzes are particularly potent for retention, quizzes benefit students’ transfer to novel quiz items, and quizzes with feedback improve students’ learning and metacognitive awareness. In addition to generating evidence to support retrieval-based learning, these applied research studies also enhanced the professional development of the teachers, administrators, and scientists involved in the project. In this article, it is our hope that by sharing what we have learned from a variety of perspectives, applied scientific research in K-12 classrooms will continue to be explored and generated at local, state, and national levels, improving student learning and educational decision-making. 相似文献
2.
This study examines ways of approaching deductive reasoning of people involved in mathematics education and/or logic. The
data source includes 21 individual semi-structured interviews. The data analysis reveals two different approaches. One approach
refers to deductive reasoning as a systematic step-by-step manner for solving problems, both in mathematics and in other domains.
The other approach emphasizes formal logic as the essence of the deductive inference, distinguishing between mathematics and
other domains in the usability of deductive reasoning. The findings are interpreted in light of theory and practice.
相似文献
| Michal AyalonEmail: |
3.
We examined the relationship between inference making, vocabulary knowledge, and verbal working memory on children’s reading comprehension in 62 6th graders (aged 12). The effect of vocabulary knowledge on reading comprehension was predicted to be partly mediated by inference making for two reasons: Inference making often taps the semantic relations among words, and the precise word meanings in texts are selected by readers on the basis of context. All independent variables were significantly and moderately correlated with reading comprehension. In support of our prediction, the link between vocabulary knowledge and reading comprehension was significantly mediated by inference making even when verbal working memory was controlled. An alternative mediation hypothesis (vocabulary as a mediator of the effect of inference making on comprehension) was not supported by the data. The study replicates and extends the findings of earlier work (Cromley & Azevedo, 2007; Segers & Verhoeven, 2016; Ahmed et al., 2016). 相似文献
4.
Junfei Lu 《International journal for the advancement of counseling》2017,39(1):14-27
This study refined the Multicultural Counseling Knowledge and Awareness Scale (MCKAS; Ponterotto et al. Journal of Multicultural Counseling and Development, 30, 153–180, 2002) in response to concerns in the literature (e.g., Constantine et al. Cultural Diversity and Ethnic Minority Psychology, 8(4), 334–345, 2002) focusing on original sample representation, factor structure, and constructs of interest within this scale. For this refinement study, a total of 176 participants from various counseling fields in the United States completed an online survey. The results of an exploratory factor analysis presented a 28-item 2-factor refined version of the MCKAS (MCKAS-R). The preliminary MANOVA analysis indicated that this refined scale differentiated multicultural counseling competencies of participants who were counselors, counseling students, and counselor educators. Implications of this scale for counselor training, practice, and future research are provided. 相似文献
5.
Maryann O. Meniru Robert C. Schwartz 《International journal for the advancement of counseling》2018,40(1):26-38
This empirical study examined the relations between Afrocentric spirituality and psychological help-seeking attitudes, intentions, and stigma among Nigerian adults living in the United States of America (N = 122). Participants completed a demographic questionnaire, the Spirituality Scale (Jagers and Smith in Journal of Black Psychology, 22, 429–442, 1996), the Perception of Stigmatization by Others for Seeking Psychological Help Scale (Vogel et al. in Journal of Counseling Psychiatry, 56, 301–308, 2009), the Self-Stigma of Seeking Help Scale (Vogel et al. in Journal of Counseling Psychology, 53, 325–337, 2006), the Intention to Seek Counselling Inventory (Cash et al. in Journal of Counseling Psychology, 6, 111–112, 1975), and the Attitudes Toward Seeking Professional Psychological Help Scale-Short Form (Fischer and Turner in Journal of Consulting and Clinical Psychology, 1, 79–90, 1970). Results from multiple regression analyses indicated that there was no relation between Afrocentric spirituality and help-seeking attitudes or self-stigma about seeking counselling. However, there was a positive correlation between Afrocentric spirituality and other-perceived stigma, demonstrating that increased Afrocentric spirituality predicted increased perceived stigma from others about seeking counselling services. Contrary to expectations, there was a positive correlation between Afrocentric spirituality and intentions to seek counselling. Implications for counselling practice and theory are presented. 相似文献
6.
Hannah?Greenbaum Lisa?Meyer M?Cecil?Smith Amanda?Barber Heather?Henderson David?Riel Daniel?H.?Robinson
This article examines the productivity of both individuals and institutions, indexed through an examination of five educational psychology journals (Cognition and Instruction, Contemporary Educational Psychology, Educational Psychologist, Educational Psychology Review, and Journal of Educational Psychology) from 2009 to 2014. These results are discussed relative to four previous studies (Hsieh et al. Contemporary Educational Psychology, 29, 333–343, 2004; Jones et al. Contemporary Educational Psychology, 35, 11–16, 2010; Smith et al. Contemporary Educational Psychology, 23, 173–181, 1998; Contemporary Educational Psychology, 28, 422–430, 2003). Vanderbilt University and Fred Paas replaced the University of Maryland and Richard E. Mayer as the top research institution and author, respectively. Sixteen of the top 19 researchers’ institutions were outside the USA, compared to only 10 of the top 32 during 2003–2008 and three of the top 20 during 1991–1996. Educational psychology research continues the trend of becoming more international. 相似文献
7.
In three experiments, we compared the effectiveness of rainbow writing and retrieval practice, two common methods of spelling instruction. In experiment 1 (n?=?14), second graders completed 2 days of spelling practice, followed by spelling tests 1 day and 5 weeks later. A repeated measures analysis of variance demonstrated that spelling accuracy for words trained with retrieval practice was higher than for words trained with rainbow writing on both tests (η p 2 ?=?.49). In experiments 2 (second graders, n?=?16) and 3 (first graders, n?=?12), students completed 2 days of spelling practice followed by a spelling test 1 day later. Results replicated experiment 1; spelling accuracy was higher for words trained with retrieval practice compared with rainbow writing (η p 2 ?=?.42 and .64, respectively). Furthermore, students endorsed both liking and learning from retrieval practice at least as much as (and sometimes more than) rainbow writing. Results demonstrate that retrieval practice is a more useful (and as engaging) training method than is rainbow writing and extend the well-established testing effect to beginning spellers. 相似文献
8.
Ming-Tak Hue Chi-Hung Leung Kerry Johon Kennedy 《Educational Assessment, Evaluation and Accountability》2015,27(3):253-273
As part of a wide-scale education reform, Hong Kong schools have been focusing on the creation of ‘no loser’ classrooms that support learning for all students (Education Commission 2000). This article examined both groups of ethnic minority and Chinese students’ perception of assessment practices and the extent to which classroom practice is consistent with preferred assessment practices. The 11 items of assessment practices list, developed by Brown et al. (2009a), were used to investigate the perceptions of 1,518 student respondents from 15 primary and secondary schools, in which a large number of ethnic minority students were accommodated. A confirmatory factor analysis showed that the respondents in the group from secondary schools viewed teacher-dominated assessment as the most important assessment practice in the model examined (Brown et al. Learning and Instruction, 19(2), 97–111, 2009b) whereas those in the primary group considered teacher-student interactive assessment as the most important practice. Also, three perceptions of assessment practices of ethnic minority students were confirmed: teacher-dominated, student-centred and teacher-student interactive. Amongst them, the most preferred one was the teacher-student interaction assessment practice. Finally, the implications of the creation of a no loser classroom for all students are discussed. 相似文献
9.
The ways in which adult learners study information influences their judgment-of-learning (JOL) accuracy (e.g., Koriat et al. Journal of Experimental Psychology: General, 131(2), 147-162, 2002). The present study extends this investigation to adolescent children to determine whether developing learners’ metacognitive monitoring is similarly influenced by different study techniques. In two experiments, we examined JOL accuracy in adolescent children (ages 11 to 12) and college-aged adults. Across both experiments, we employed a standard delayed-JOL paradigm in which three groups of participants, differing in type of study technique, encoded weakly-related word pairs. One group studied the word pairs twice (study practice). A second group studied with the instruction to generate a word that linked the two members of the word pair together (elaborative encoding). The final group studied word pairs and then took an immediate cued-recall test with feedback (retrieval practice). In children and adults, retrieval practice led to better JOL accuracy as compared to study practice. Children differed from adults in how elaborative encoding influenced JOL accuracy. For adults, elaborative encoding resulted in better JOL accuracy than study practice; however, for children, JOL accuracy did not differ between the two groups. Our results suggest that encoding processes influence delayed-JOL accuracy in both age-groups. 相似文献
10.
Lisa Y. Ramos 《Equity & Excellence in Education》2013,46(3):247-254
May 17, 2004 marked the 50th anniversary of the most significant school segregation case: Brown v. Board of Education (1954). While the Brown decision eliminated the legal theory of “separate but equal,” the success of the Méndez et al. v. Westminster School District et al. (1946) case helped boost public sentiment against segregation, setting the stage for Brown. Méndez made possible the defeat of school segregation laws by revealing the detrimental effects and moral dangers of segregation; in California, it helped bring about the end of de jure school segregation. In this essay, I analyze the similarities of Méndez and Brown by comparing key legal strategies and rhetoric in each case. I also show that civil rights leaders of the time thought that Méndez had ramifications for black desegregation efforts, even if the basis for Chicano and black discrimination were not the same. Before examining the ties between the two, I discuss important historical works on Méndez written between 1976 and 2001 that this essay builds upon. 相似文献
11.
The Threshold Capability Integrated Theoretical Framework (TCITF) is presented as a framework for the design of university curricula, aimed at developing graduates’ capability to deal with previously unseen situations in their professional, social, and personal lives. The TCITF is a new theoretical framework derived from, and heavily dependent upon, the ideas of the Threshold Concepts Framework (Meyer and Land 2003a; Land et al. 2006) and Capability Theory (Bowden and Marton 1998; Bowden et al. 2000; Bowden 2004). Capability theory is firmly based in phenomenography and variation theory, is concerned with the development of knowledge capability, but has had limited application in practice. The threshold concepts framework has enjoyed greater acceptance by a large range of academics in many fields. This acceptance has initially focussed on analytic studies of what constitutes a threshold concept—and the location and distribution of such concepts—in a given domain. In many instances subsequent attention has focussed on issues of pedagogy and assessment, including the design of curricula. We propose a merging of capability theory and the threshold concepts framework and argue that capability and variation theories provide the ideal mechanism for developing a strong pedagogical approach based on newly emerging knowledge of the critical features of threshold concepts within different domains. 相似文献
12.
Testing within the science classroom is commonly used for both formative and summative assessment purposes to let the student and the instructor gauge progress toward learning goals. Research within cognitive science suggests, however, that testing can also be a learning event. We present summaries of studies that suggest that repeated retrieval can enhance long-term learning in a laboratory setting; various testing formats can promote learning; feedback enhances the benefits of testing; testing can potentiate further study; and benefits of testing are not limited to rote memory. Most of these studies were performed in a laboratory environment, so we also present summaries of experiments suggesting that the benefits of testing can extend to the classroom. Finally, we suggest opportunities that these observations raise for the classroom and for further research.Almost all science classes incorporate testing. Tests are most commonly used as summative assessment tools meant to gauge whether students have achieved the learning objectives of the course. They are sometimes also used as formative assessment tools—often in the form of low-stakes weekly or daily quizzes—to give students and faculty members a sense of students’ progression toward those learning objectives. Occasionally, tests are also used as diagnostic tools, to determine students’ preexisting conceptions or skills relevant to an upcoming subject. Rarely, however, do we think of tests as learning tools. We may acknowledge that testing promotes student learning, but we often attribute this effect to the studying students do to prepare for the test. And yet, one of the most consistent findings in cognitive psychology is that testing leads to increased retention more than studying alone does (Roediger and Butler, 2011 ; Roediger and Pyc, 2012 ). This effect can be enhanced when students receive feedback for failed tests and can be observed for both short-term and long-term retention. There is some evidence that testing not only improves student memory of the tested information but also ability to remember related information. Finally, testing appears to potentiate further study, allowing students to gain more from study periods that follow a test. Given the potential power of testing as a tool to promote learning, we should consider how to incorporate tests into our courses not only to gauge students’ learning, but also to promote that learning (Klionsky, 2008 ).We provide six observations about the effects of testing from the cognitive psychology literature, summarizing key studies that led to these conclusions (see Study Research question(s) Conclusion Length of delay before final test Study participants Repeated retrieval enhances long-term retention in a laboratory setting “Test-enhanced learning: taking memory tests improves long-term retention” (Roediger and Karpicke, 2006a) Is a testing effect observed in educationally relevant conditions? Is the benefit of testing greater than the benefit of restudy? Do multiple tests produce a greater effect than a single test? Testing improved retention significantly more than restudy in delayed tests. Multiple tests provided greater benefit than a single test. Experiment 1: 2 d; 1 wk Experiment 2: 1 wk Undergraduates ages 18–24, Washington University “Retrieval practice with short-answer, multiple-choice, and hybrid tests” (Smith and Karpicke, 2014) What effect does the type of question presented in retrieval practice have on long-term retention? Retrieval practice with multiple-choice, free-response, and hybrid formats improved students’ performance on a final, delayed test taken 1 wk later when compared with a no-retrieval control. The effect was observed for both questions that required only recall and those that required inference. Hybrid questions provided an advantage when the final test had a short-answer format. 1 wk Undergraduates, Purdue University “Retrieval practice produces more learning that elaborative studying with concept mapping” (Karpicke and Blunt, 2011) What is the effect of retrieval practice on learning relative to elaborative study using a concept map? Students in the retrieval-practice condition had greater gains in meaningful learning compared with those who used elaborative concept mapping as a learning tool. 1 wk Undergraduates Various testing formats can enhance learning “Retrieval practice with short-answer, multiple-choice, and hybrid tests” (Smith and Karpicke, 2014) See above. See above. See above. See above. “Test format and corrective feedback modify the effect of testing on long-term retention” (Kang et al., 2007) What effect does the type of question used for retrieval practice have on retention? Does feedback have an effect on retention for different types of questions? When no feedback was given, the difference in long-term retention between short-answer and multiple-choice questions was insignificant. When feedback was provided, short-answer questions were slightly more beneficial. 3 d Undergraduates, Washington University psychology subjects’ pool “The persisting benefits of using multiple-choice tests as learning events” (Little and Bjork, 2012) What effect does question format have on retention of information previously tested and related information not included in retrieval practice? Both cued-recall and multiple-choice questions improved recall compared with the no-test control. However, multiple-choice questions improved recall more than cued-recall questions for information not included in the retrieval practice, both after a 5-min and a 48-h delay. 48 h Undergraduates, University of California, Los Angeles Feedback enhances benefits of testing “Feedback enhances positive effects and reduces the negative effects of multiple-choice testing” (Butler and Roediger, 2008) What effect does feedback on multiple-choice tests have on long-term retention of information? Feedback improved retention on a final cued-recall test. Delayed feedback resulted in better final performance than immediate feedback, though both showed benefits compared with no feedback. The final test occurred 1 wk after the initial test. 1 wk Undergraduate psychology students, Washington University “Correcting a metacognitive error: feedback increases retention of low-confidence responses” (Butler et al., 2008) What role does feedback play in retrieval practice? Can it correct metacognitive errors as well as memory errors? Both initially correct and incorrect answers were benefited by feedback, but low-confidence answers were most benefited by feedback. 5 min Undergraduate psychology students, Washington University Learning is not limited to rote memory “Retrieval practice produces more learning than elaborative study with concept mapping” (Karpicke and Blunt, 2011) What is the effect of retrieval practice on learning relative to elaborative study using a concept map? Does retrieval practice improve students’ ability to perform higher-order cognitive activities (i.e., building a concept map) as well as simple recall tasks? Compared with elaborative study using concept mapping, retrieval practice improved students’ performance both on final tests that required short answers and final tests that required concept map production. See also earlier entry for this study. 1 wk Undergraduates “Retrieval practice with short-answer, multiple-choice, and hybrid tests” (Smith and Karpicke, 2014) See above. See above. See above. See above. “Repeated testing produces superior transfer of learning relative to repeated studying” (Butler, 2010) Does test-enhanced learning promote transfer of facts and concepts from one domain to another? Testing improved retention and increased transfer of information from one domain to another through test questions that required factual or conceptual recall and inferential questions that required transfer. 1 wk Undergraduate psychology students, Washington University Testing potentiates further study “Pretesting with multiple-choice questions facilitates learning” (Little and Bjork, 2011) Does pretesting using multiple-choice questions improve performance on a later test? Is an effect observed only for pretested information or also for related, previously untested information? A multiple-choice pretest improved performance on a final test, both for information that was included on the pretest and related information. 1 wk Undergraduates, University of California, Los Angeles “The interim test effect: testing prior material can facilitate the learning of new material” (Wissman et al., 2011) Does an interim test over previously learned material improve retention of subsequently learned material? Interim testing improves recall on a final test for information taught before and after the interim test. No delay Undergraduates, Kent State University The benefits of testing appear to extend to the classroom “The exam-a-day procedure improves performance in psychology classes” (Leeming, 2002) What effect does a daily exam have on retention at the end of the semester? Students who took a daily exam in an undergraduate psychology class scored higher on a retention test at the end of the course and had higher average grades than students who only took unit tests. One semester Undergraduates enrolled in Summer term of Introductory Psychology, University of Memphis “Repeated testing improves long-term retention relative to repeated study: a randomized controlled trial” (Larsen et al., 2009) Does repeated testing improve long-term retention in a real learning environment? In a study with medical residents, repeated testing with feedback improved retention more than repeated study for a final recall test 6 mo later. 6 mo Residents from Pediatrics and Emergency Medicine programs, Washington University “Retrieving essential material at the end of lectures improves performance on statistics exams” (Lyle and Crawford, 2011) What effect does daily recall practice using the PUREMEM method have on course exam scores? In an undergraduate psychology course, students using the PUREMEM method had higher exams scores than students taught with traditional lectures, assessed by four noncumulative exams spaced evenly throughout the semester. ∼3.5 wk Undergraduates enrolled in either of two consecutive years of Statistics for Psychology, University of Louisville “Using quizzes to enhance summative-assessment performance in a web-based class: an experimental study” (McDaniel et al., 2012) What effects do online testing resources have on retention of information in an online undergraduate neuroscience course? Both multiple-choice and short-answer quiz questions improved retention and improved scores on the final exam for questions identical to those on the weekly quizzes and those that were related but not identical. 15 wk Undergraduates enrolled in Web-based brain and behavior course “Increasing student success using online quizzing in introductory (majors) biology” (Orr and Foster, 2013) What effect do required pre-exam quizzes have on final exam scores for students in an introductory (major) biology course? Students were required to complete 10 pre-exam quizzes throughout the semester. The scores of students who completed all of the quizzes or none of the quizzes were compared. Students of all abilities who completed all of the pre-exam quizzes had higher average exam scores than those who completed none. One semester Community college students enrolled in an introductory biology course for majors “Teaching students how to study: a workshop on information processing and self-testing helps students learn” (Stanger-Hall et al., 2011) What effect does a self-testing exercise done in a workshop have on final exam questions covering the same topic used in the workshop? Students who participated in the retrieval-practice workshop performed better on the exam questions related to the material covered in the workshop activity. However, there was no difference in overall performance on the exam between the two groups. 10 wk Undergraduate students in a introductory biology class