کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
7241829 | 1471529 | 2017 | 8 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
The Influence of Judgments of Learning on Long-Term Learning and Short-Term Performance
ترجمه فارسی عنوان
تأثیر قضاوت های یادگیری در مورد آموزش بلند مدت و عملکرد کوتاه مدت
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کلمات کلیدی
یادگیری طولانی مدت، عملکرد کوتاه مدت، قضاوت های یادگیری، واکنش پذیری، متاموری،
موضوعات مرتبط
علوم انسانی و اجتماعی
روانشناسی
روان شناسی کاربردی
چکیده انگلیسی
Students must retain information they learn in class over the long term because it may be foundational for upper-level classes or for use in their field. Recently, researchers have demonstrated that making judgments of learning (JOLs) can enhance students' short-term performance; however, it is unclear how they influence long-term learning. We evaluated this issue in three experiments. Participants studied related word pairs (e.g., castle-king). Half of the participants made a JOL for each pair and half did not. Participants took a cued-recall test after either a long retention interval (2 days) or short retention interval (3 min). Participants who made JOLs outperformed participants who did not, which was evident on long-term learning as well as short-term performance. Continuously cumulating meta-analyses revealed that these effects were strong (long-term learning, d = .66; short-term performance, d = .71). Thus, making JOLs appears to be an effective strategy to increase long-term retention of related information.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Journal of Applied Research in Memory and Cognition - Volume 6, Issue 4, December 2017, Pages 496-503
Journal: Journal of Applied Research in Memory and Cognition - Volume 6, Issue 4, December 2017, Pages 496-503
نویسندگان
Amber E. Witherby, Sarah K. Tauber,