| 1. |
- Bertilsson, Frida, et al.
(författare)
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Retrieval Practice : Beneficial for All Students or Moderated by Individual Differences?
- 2021
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Ingår i: Psychology Learning & Teaching. - : Sage Publications. - 1475-7257. ; 20:1, s. 21-39
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Tidskriftsartikel (refereegranskat)abstract
- Retrieval practice is a learning technique that is known to produce enhanced long-term memory retention when compared to several other techniques. This difference in learning outcome is commonly called “the testing effect”. Yet there is little research on how individual differences in personality traits and working memory capacity moderate the size of the retrieval-practice benefits. The current study is a conceptual replication of a previous study, further investigating whether the testing effect is sensitive to individual differences in the personality traits Grit and Need for Cognition, and working memory capacity. Using a within-subjects design (N = 151), participants practiced 60 Swahili–Swedish word pairs (e.g., adhama–honor) through retrieval practice and re-studying. Learning was assessed at three time points: five minutes, one week, and four weeks after practice. The results revealed a significant testing effect at all three time points. Further, the results showed no association between the testing effect and the personality traits, or between the testing effect and working memory, at any time point. To conclude, retrieval practice seems to be a learning technique that is not moderated by individual differences in these specific personality traits or with working memory capacity, thus possibly beneficial for all students.
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| 2. |
- Bertilsson, Frida, et al.
(författare)
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The Testing Effect and Its Relation to Working Memory Capacity and Personality Characteristics
- 2017
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Ingår i: Journal of Cognitive Education and Psychology. - : Springer Publishing Company. - 1945-8959 .- 1810-7621. ; 16:3, s. 241-259
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Tidskriftsartikel (refereegranskat)abstract
- Retrieval practice is known to lead to better retention of a to-be-learned material than restudy (i.e., the testing effect). However, few studies have investigated retrieval practice in relation to working memory capacity (WMC) and personality characteristics such as grittiness (Grit) and need for cognition (NFC). In two experiments, we examined retrieval practice and restudy of Swahili–Swedish word pairs in relation to individual differences in Grit and NFC. In Experiment 1, using a between-subjects design, a significant main effect of retention interval was qualified by a Group × Retention Interval interaction. However, there were no effects of Grit or NFC. In Experiment 2, a within-subjects design was used, and a measure of WMC was included. The analyses revealed a testing effect; but again, WMC, Grit, and NFC were not significantly associated with performance. These results indicate that retrieval practice levels out the playing field regarding WMC, NFC, and Grit.
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| 3. |
- Jonsson, Bert, Professor, 1961-, et al.
(författare)
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A learning method for all : The testing effect is independent of cognitive ability
- 2021
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Ingår i: Journal of Educational Psychology. - : American Psychological Association (APA). - 0022-0663 .- 1939-2176. ; 113:5, s. 972-985
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Tidskriftsartikel (refereegranskat)abstract
- The testing effect, defined as the positive effect of retrieval practice (i.e., self-testing) on long-term memory retention relative to other ways to support learning, is a robust empirical phenomenon. Despite substantial scientific evidence for the testing effect, less is known about its effectiveness in relation to individual differences in cognitive ability. In the present study, we examine whether the effect of retrieval practice is beneficial independent of cognitive ability using behavioral and brain imaging data. In a within-subject design, upper-secondary students learned Swahili–Swedish word pairs through retrieval practice and study. The testing effects were assessed at a direct test and for a subsample after 1- and 4-weeks retention intervals, respectively. Another subsample performed the 1-week retention test during functional MRI (fMRI). Memory retention was analyzed in relation to an educationally relevant composite score dividing participants into low, intermediate, and high cognitive-ability groups. We provide behavioral evidence that the testing effect is independent of cognitive ability. The fMRI findings confirmed a general effectiveness of retrieval practice by showing that brain regions associated with successful retrieval of conceptual representations and semantic processing were more strongly engaged after retrieval practice in all cognitive-ability groups. It is argued that the advantages of retrieval practice should be conveyed to all teachers and students.
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| 4. |
- Jonsson, Bert, 1961-, et al.
(författare)
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Self-reported memory strategies and their relationship to immediate and delayed text recall and working memory capacity
- 2014
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Ingår i: Education Inquiry. - Umeå : Umeå universitet. - 2000-4508. ; 5:3, s. 385-404
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was to examine the performance of fifth-grade children in the reproduction of the content of a new text - directly, after they had read it (immediate recall), and one week later (delayed recall) - and to investigate the relationship between performance, self-reported memory strategies, and working memory capacity (WMC). The results revealed that more complex strategies are associated with better performances, and that children with high WMC outperformed children with lower WMC in immediate and delayed text recall tasks. Hierarchical regression analyses showed that memory strategy and WMC are the strongest predictors for both immediate and delayed recall tasks. It is argued that self-reported memory strategies are possible to use as estimates of strategy proficiency. The awareness of the importance of memory strategies and children’s WMC in education are further discussed.
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| 5. |
- Karlsson Wirebring, Linnea, 1979-, et al.
(författare)
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An fMRI intervention study of creative mathematical reasoning : behavioral and brain effects across different levels of cognitive ability
- 2022
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Ingår i: Trends in Neuroscience and Education. - : Elsevier. - 2452-0837 .- 2211-9493. ; 29
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Tidskriftsartikel (refereegranskat)abstract
- Background: Many learning methods of mathematical reasoning encourage imitative procedures (algorithmic reasoning, AR) instead of more constructive reasoning processes (creative mathematical reasoning, CMR). Recent research suggest that learning with CMR compared to AR leads to better performance and differential brain activity during a subsequent test. Here, we considered the role of individual differences in cognitive ability in relation to effects of CMR.Methods: We employed a within-subject intervention (N=72, MAge=18.0) followed by a brain-imaging session (fMRI) one week later. A battery of cognitive tests preceded the intervention. Participants were divided into three cognitive ability groups based on their cognitive score (low, intermediate and high).Results: On mathematical tasks previously practiced with CMR compared to AR we observed better performance, and higher brain activity in key regions for mathematical cognition such as left angular gyrus and left inferior/middle frontal gyrus. The CMR-effects did not interact with cognitive ability, albeit the effects on performance were driven by the intermediate and high cognitive ability groups.Conclusions: Encouraging pupils to engage in constructive processes when learning mathematical reasoning confers lasting learning effects on brain activation, independent of cognitive ability. However, the lack of a CMR-effect on performance for the low cognitive ability group suggest future studies should focus on individualized learning interventions, allowing more opportunities for effortful struggle with CMR.
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| 6. |
- Karlsson Wirebring, Linnea, et al.
(författare)
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Lesser neural pattern similarity across repeated tests is associated with better long-term memory retention
- 2015
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Ingår i: Journal of Neuroscience. - : Society for Neuroscience. - 0270-6474 .- 1529-2401. ; 35:26, s. 9595-9602
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Tidskriftsartikel (refereegranskat)abstract
- Encoding and retrieval processes enhance long-term memory performance. The efficiency of encoding processes has recently been linked to representational consistency: the reactivation of a representation that gets more specific each time an item is further studied. Here we examined the complementary hypothesis of whether the efficiency of retrieval processes also is linked to representational consistency. Alternatively, recurrent retrieval might foster representational variability—the altering or adding of underlying memory representa- tions. Human participants studied 60 Swahili–Swedish word pairs before being scanned with fMRI the same day and 1 week later. On Day 1, participants were tested three times on each word pair, and on Day 7 each pair was tested once. A BOLD signal change in right superior parietal cortex was associated with subsequent memory on Day 1 and with successful long-term retention on Day 7. A representational similarity analysis in this parietal region revealed that beneficial recurrent retrieval was associated with representational variability, such that the pattern similarity on Day 1 was lower for retrieved words subsequently remembered compared with those subsequently forgot- ten. This was mirrored by a monotonically decreased BOLD signal change in dorsolateral prefrontal cortex on Day 1 as a function of repeated successful retrieval for words subsequently remembered, but not for words subsequently forgotten. This reduction in prefrontal response could reflect reduced demands on cognitive control. Collectively, the results offer novel insights into why memory retention benefits from repeated retrieval, and they suggest fundamental differences between repeated study and repeated testing.
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| 7. |
- Levlin, Maria, 1971-, et al.
(författare)
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Evaluating the Effect of Rich Vocabulary Instruction and Retrieval Practice on the Classroom Vocabulary Skills of Children With (Developmental) Language Disorder
- 2022
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Ingår i: Language, Speech, and Hearing Services in Schools. - : American Speech-Language-Hearing Association. - 0161-1461 .- 1558-9129. ; 53:2, s. 542-560
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Tidskriftsartikel (refereegranskat)abstract
- Purpose: Learning new vocabulary has been identified as a challenge for students with (developmental) language disorder ((D)LD). In this study, we evaluate the effects of two active learning methods, (a) retrieval practice (RP) and (b) rich vocabulary instruction (RVI), in a group of students with (D)LD in secondary school.Method: A quasi-experimental counterbalanced within-subject design was used to compare and evaluate the effect of RP and RVI on learning Tier 2 vocabulary, with target and control words as dependent measures. Eleven students with (D)LD (Mage = 14.9 years) attending a language unit participated. RP and RVI were implemented in regular classroom activities during 16 lessons (eight lessons/instructional condition). Learning was assessed by comparing performance on a pretest session 1–2 weeks prior, with posttest performance 1 week after each instructional condition.Results: The learning gain for RP was superior to that for RVI, both with respect to the Bayesian probabilistic estimations for target words relative to control words and in direct comparison with RVI. Only weak evidence was found for RVI with respect to the Bayesian probabilistic estimations for target words relative to control words.Conclusions: All participants showed positive learning gains following RP,whereas the outcome for RVI was more diverse. This initial work suggests that RP promotes larger learning gains relative to RVI and promotes learning across language profiles. This study extends previous studies by exploring the implementation of RP in regular classroom activities and by using more complex to be-learned material (Tier 2 words).
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| 8. |
- Nyroos, Mikaela, et al.
(författare)
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Executive function skills and their importance in education : Swedish student teachers' perceptions
- 2018
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Ingår i: Thinking Skills and Creativity. - : Elsevier. - 1871-1871 .- 1878-0423. ; 27, s. 1-12
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Tidskriftsartikel (refereegranskat)abstract
- Executive function (EF) skills are crucial for pupils' learning. Therefore, incorporating well-considered instructional strategies may reduce the EF demands placed on pupils with insufficient EF skills in the classroom. Hence, educators are critically positioned. In the present study, 303 student teachers answered the Mathematics Skills Questionnaire. The aim of the study was to (a) examine how student teachers rated the importance of EF skills and EF-related skills involved in pupils' learning and (b) investigate whether there were any differences in rating between regular student teachers and special needs student educators. The results of a two-way mixed ANOVA showed a significant main effect of skill in the total sample. Follow-up tests revealed that skills such as reasoning and proof, inhibition, shifting, and creativity were rated as more important when compared to other skills. Follow-up comparison of the significant interaction effect between skill and student teacher group revealed that the special needs student teachers regarded working memory skills as more important, while the regular student teachers rated EF-related skills that are grounded in core EF skills to have higher importance. The science of learning and its educational implications are discussed.
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| 9. |
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| 10. |
- Nyroos, Mikaela, 1973-, et al.
(författare)
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Implementing test enhanced learning : Swedish teacher students’ perception of quizzing
- 2016
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Ingår i: International Journal of Higher Education. - : Sciedu Press. - 1927-6044 .- 1927-6052. ; 5:4, s. 1-12
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Tidskriftsartikel (refereegranskat)abstract
- Given previous findings on test enhanced learning, the present study examined the implementation of this practice in terms of quizzing, during the progress of a course. After completing the university course, 88 Swedish teacher students were asked to answer an adapted Retrieval Practice and Test Anxiety Survey. The results showed that students perceived quizzing to improve learning, and reduce test anxiety. Nonetheless, based on students’ misconceptions regarding why quizzing actually enhances learning, it is suggested that implications of test enhanced learning was not fully conveyed. It is for educational purpose imperative to not forget this application.
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