| 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. |
- 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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| 3. |
- 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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| 4. |
- 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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| 5. |
- 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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| 6. |
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| 7. |
- 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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| 8. |
- Nyroos, Mikaela, 1973-, et al.
(författare)
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Introducing national examination in Swedish primary education : implications for test anxiety
- 2011
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Ingår i: Electronic Journal of Research in Educational Psychology. - : Grupo de Investigación Investigación Psicóeducativa y Psicopedagógica. - 1699-5880 .- 1696-2095. ; 9:3, s. 995-1022
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Tidskriftsartikel (refereegranskat)abstract
- Introduction. The Swedish government has decided to introduce national tests in primary education. Swedish pupils in general have few tests and a recognised possible adverse effect of testing is test anxiety among pupils, which may have a negative impact on examination performance. However, there has been little research on effects of testing on young children within the Swedish context.Objectives. The current study explores the experience of test anxiety related to achievement in mathematics and Swedish in a sample of 40 grade 3 pupils. Method. A modernised standardised test for measuring children’s test anxiety. Academic achievement in various mathematical and Swedish domains.Results. Test anxiety, in particular its subcomponent autonomic reactions, is related to poor performance in Swedish. In mathematics there is an especially marked relationship between the subtest Written arithmetic and test anxiety, particularly its subcomponent anxious thoughts.Conclusion. Test anxiety seems not to be a general problem in present Swedish young sample, however, cautions need to be taken regarding the acquiring of algorithms and number of tests given.
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| 9. |
- Nyroos, Mikaela, 1973-, et al.
(författare)
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Kognitiva implikationer för matematiklärande hos yngre elever
- 2015
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Ingår i: Resultatdialog 2015. - Stockholm : Vetenskapsrådet. - 9789173073059 ; , s. 160-171
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Bokkapitel (refereegranskat)abstract
- Vårt projekt visar att kognition och emotion har stor betydelse for åk 3 elevers matematikprestation. Det var 13 gånger högre risk att prestera lågt i matematik för elever identifierade med en risk-kognitiv profil. Det fanns inget samband mellan kronologisk ålder och matematikprestation. Låg arbetsminneskapacitet i samverkan med hög provångest bidrog negativt till matematikprestation. Skolklass bidrog till skillnader i elevers rapporterade provångest.Q1) Provångest och arbetsminne predicerade enskilt elevs matematikprestation; hög provångest respektive låg arbetsminneskapacitet bidrog till låg matematikprestation, och låg provångest respektive god arbetsminneskapacitet bidrog till god matematikprestation. Därtill fanns en samverkanseffekt vilken var ogynnsam för elever med låg arbetsminneskapacitet, jämfört med elever med medel och hög arbetsminneskapacitet.Q2) Elever identifierade med en risk-kognitiv profil hade 13 gånger högre risk att prestera lågt i matematik. Elever som presterade lågt i matematik hade dock inte uteslutande en risk-kognitiv profil. Likaväl fanns andra profiler än den stödjande-kognitiva profilen i gruppen med bra matematikprestation. Lika lovande som att 75 % av elever med en risk-profil inte presterade lågt i matematik, lika nedslående är det att endast 16 % av elever med en stödjande-kognitiv profil presterade bra i matematik.Q3) Grad av matematikprestation ar en funktion av arbetsminneskapacitet, men olika subkomponenter i arbetsminnet karaktariserar olika nivaer av matematikprestation. Lågpresterande elever påvisade framförallt betydande sämre visuospatial förmåga (bearbeta visuell och spatial information), medan god fonologisk förmåga (auditivt material) var karaktaristiskt för den högpresterande elevgruppen. I ett didaktiskt perspektiv pekar dessa resultat på vikten av anpassade pedagogiska insatser i relation till kognitiva förmågor.Q4) Skolklass har en betydande inverkan på elevers skattade provångest. För skolklasser med ett högt medelvärde på provångest verkade självregleringsförmåga ytterligare bidra till rapporterad provångest.Q5) Resultatet visar inte på någon relativ ålderseffekt och modereras inte heller av arbetsminneskapacitet. Resultatet tyder på att biologisk mognad i termer av arbetsminnet är viktigare än relativa åldereffekter.
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| 10. |
- Nyroos, Mikaela, 1973-, et al.
(författare)
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The association between working memory and educational attainment as measured in different mathematical subtopics in the Swedish national assessment : primary education
- 2012
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Ingår i: Educational Psychology. - London : Taylor & Francis. - 0144-3410 .- 1469-5820. ; 32:2, s. 239-256
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was to examine the relationship between working memory capacity and mathematical performance measured by the national curriculum assessment in third-grade children (n=40). The national tests concerned six subareas within mathematics. One-way ANOVA, two-tailed Pearson correlation and Multiple regression analyses were conducted. The results showed that working memory could be deemed as a predictor for the overall mathematical ability. However, the significance of working memory contributions varied for the different mathematical domains assessed. Working memory contributed most to basic mathematical competencies. Algorithms were not explained significantly by working memory. The contributions of different working memory resources varied as a function of the mathematical domain, but in certain respects the variance was shared across the elements and both visuo-spatial and phonological abilities seem important for mathematic performance. We suggest that individuals’ working memory capacity is important to take into consideration in learning.
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