By Jose Mestre, Brian H. Ross
Schooling and cognitive psychology are common companions-they either are all in favour of how humans imagine and examine. even though collaborations have happened for a few years, lately there was a far higher curiosity in collaborations that convey cognitive rules into lecture room settings. This renewed collaborative study has led either to new evidence-based educational practices and to a greater knowing of cognitive ideas. This quantity comprises overviews of study initiatives on the intersection of cognitive technology and schooling. The renowned contributors-cognitive psychologists, developmental psychologists, academic psychologists, and technological know-how educators-were selected either for the standard in their paintings and the diversity in their contributions-general ideas; effect of have an effect on and motivation; and concentrate on math and technological know-how schooling. This quantity comprises overviews of study tasks on the intersection of cognitive technological know-how and schooling. The famous individuals have been selected either for the standard in their paintings and the diversity in their contributions-general ideas; impact of have an effect on and motivation; and concentrate on math and technological know-how schooling.
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Extra resources for Cognition in Education, Volume 55 (Psychology of Learning & Motivation)
Information about bats) promoted retention in answering the same questions as well as new questions within the same knowledge domain. Better performance on new questions provided evidence of near transfer. More impressively, in Experiment 3 Butler showed that repeated testing improved far transfer— that is, transfer to new questions in different knowledge domains (again, relative to repeated restudying). , bats; the respiratory system). Subjects then restudied some of the passages three times and took three tests on other passages.
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Reading Research Quarterly, 21, 49–58. Anderson, M. , Bjork, R. , & Bjork, E. L. (1994). Remembering can cause forgetting: Retrieval dynamics in long-term memory. Journal of Experimental Psychology: Learning, Memory, and Cognition, 20, 1063–1087. Anderson, M. , & McCulloch, K. C. (1999). Integration as a general boundary condition on retrieval-induced forgetting. Journal of Experimental Psychology: Learning, Memory, and Cognition, 25, 608–629. Bacon, F. T. (1979). Credibility of repeated statements: Memory for trivia.