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- Bertilsson, Frida, et al.
(author)
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Retrieval Practice : Beneficial for All Students or Moderated by Individual Differences?
- 2021
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In: Psychology Learning & Teaching. - : Sage Publications. - 1475-7257. ; 20:1, s. 21-39
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Journal article (peer-reviewed)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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- Bertilsson, Frida, et al.
(author)
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Self-regulated use of retrieval practice : associations with individual differences in non-cognitive and cognitive factors
- 2024
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In: European Journal of Psychology of Education. - : Springer Nature. - 0256-2928 .- 1878-5174.
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Journal article (peer-reviewed)abstract
- Retrieval practice is a learning strategy that has repeatedly been found to have positive effects on memory and learning. However, studies indicate that students rarely use retrieval practice on a voluntary basis. The objective of the present study was to examine students’ self-regulated use of retrieval practice, and to determine whether sex and individual differences in cognitive and non-cognitive aspects are related to optional use of practice testing. A classroom study was conducted with 146 upper-secondary school students taking courses in mathematics and Swedish. An ABAB design was used to compare students’ optional and non-optional use of retrieval practice (i.e., repeated online quizzing). Students performed cognitive tasks to assess working memory capacity and fluid intelligence and completed self-reports of non-cognitive factors related to school achievement, such as grit, need for cognition (NFC), conscientiousness and openness. Quiz use was then compared using paired- and independent-samples t-tests, and hierarchical linear regression analyses explored relations to individual differences. The results showed that students completed significantly fewer quizzes in the optional sections than in the non-optional sections, and that females completed significantly more optional quizzes than males in Swedish, but not in mathematics. Further, the results showed that conscientiousness predicted optional quiz use in mathematics, whereas sex, NFC, conscientiousness, and openness predicted quiz use in Swedish. To conclude, although the findings show a relatively low optional/self-regulated use of practice testing, in line with earlier research, they suggest that sex and non-cognitive factors, such as personality characteristics, can predict optional use of practice testing.
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| 4. |
- Bertilsson, Frida, et al.
(author)
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The Testing Effect and Its Relation to Working Memory Capacity and Personality Characteristics
- 2017
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In: Journal of Cognitive Education and Psychology. - : Springer Publishing Company. - 1945-8959 .- 1810-7621. ; 16:3, s. 241-259
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Journal article (peer-reviewed)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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- Eklöf, Hanna, 1974-, et al.
(author)
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Stress och påverkan på de nationella provresultaten för åk 3
- 2014
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Conference paper (peer-reviewed)abstract
- Hur upplever 9-10 åringar de nationella proven i åk 3? Påverkar upplevelsen prestationen? Påverkas något matematikdelområde mer eller mindre av upplevelsen? Skiljer sig olika uppgifter åt beroende på om de har mer eller mindre text respektive bilder? Vad kan man som lärare tänka på och göra i allmänhet och i synnerhet vid prov/förhörssituationer?Läsåret 2012/13 genomfördes en studie med 624 st elever i åk 3 för att bringa klarhet i ovan frågor. Eleverna fick göra olika arbetsminnesövningar och svara på frågor om stress, motivation och attityder, etc. Teoretiskt tror man nämligen att allt för hög nivå av t ex stress (prestationsångest) sänker ens prestation på ett prov/förhör. Resultaten på de olika nationella delproven i matematik kördes därför statistiskt mot nivå av självrapporterad stress/ångest och uppskattad eller egentlig prestationsförmåga hos eleverna.Uppskattad eller egentlig förmåga att prestera i matematik för elever kan mätas genom t ex deras arbetsminneskapacitet. Arbetsminne är en kognitiv förmåga som är väl klarlagd för att väsentligen påverka prestation och utveckling inom t ex matematik- och läsförståelse hos både vuxna och barn (Menon, 2010). Det finns dessutom starka kopplingar mellan arbetsminneskapacitet och skolprestation i teoretiska ämnen. Majoriteten av de elever som har inlärningssvårigheter i skolan verkar även ha svag arbetsminnesförmåga (Gathercole et al., 2006).Arbetsminnet kan förenklat beskrivas som bestå av tre olika specialiserade komponenter. En huvudcentral som t ex kontrollerar, fördelar, uppmärksammar och processerar information, och hämtar/lagrar information från/i långtidsminnet. Till sin hjälp har denna huvudcentral en visuell-spatial del för hantering av bilder, former och dimension, samt en auditiv del för behandling av lingvistik (Baddeley, 1986). Matematik innefattar olika områden som beror av olika kognitiva förmågor (t ex huvudräkning, problemlösning), vilka i sin tur är relaterade till visuell-spatial och/eller auditiv fakta (Rasmussen & Bisanz, 2005).”Provstress” eller ”provängslan” är en etablerad term för att beskriva elevers påverkan och upplevelse av prov. Termen innefattar ofta för barn observerbara beteenden (t ex gå på toan, vicka på stolen, titta sig omkring), tankar/oro (t ex jag kommer aldrig att klara det här, mina föräldrar kommer att bli arga om jag misslyckas), autonoma/somatiska reaktioner (t ex svettas, ont i magen, varm om kinderna) (Zeidner, 2007). Man tror att provängslan är ett inlärt beteende som väcks tidigt i skolåren (Pekrun, 2000). Det är ett väldigt inskränkande tillstånd (Rothman, 2004) som starkt kan begränsa elevers prestation i alla åldrar (Birenbaum & Gutvirtz, 1993). Även om ett visst mått av provängslan är nödvändigt för att öka fokus, motivation och förberedelse (Gregor, 2005), kan det i allt för höga nivåer negativt påverka en elevs prestation och resultat på ett prov (Zeidner, 2007), särskilt i matematik (e.g. Putwain, 2008). Om och hur stark den kognitiva störningen är av provängslan används alltså i vår studie som ett mått eller symptom på elevers ev. underprestation. Vi undersöker också om eleverna uppvisar mer eller mindre av beteenden, autonoma reaktioner eller tankar relaterat till provängslan. Slutligen summerar vi våra resultat mot undervisning och prov/förhörssituationer. En jämförelse kommer även att göras med Finländska och Kinesiska åk-3 elever.
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| 7. |
- Fellman, Daniel, et al.
(author)
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Do Individual Differences in Cognition and Personality Predict Retrieval Practice Activities on MOOCs?
- 2020
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In: Frontiers in Psychology. - : Frontiers Media S.A.. - 1664-1078. ; 11, s. 1-10
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Journal article (peer-reviewed)abstract
- Online quizzes building upon the principles of retrieval practice can have beneficial effects on learning, especially long-term retention. However, it is unexplored how interindividual differences in relevant background characteristics relate to retrieval practice activities in e-learning. Thus, this study sought to probe for this research question on a massive open online course (MOOC) platform where students have the optional possibility to quiz themselves on the to-be-learned materials. Altogether 105 students were assessed with a cognitive task tapping on reasoning, and two self-assessed personality measures capturing need for cognition (NFC), and grittiness (GRIT-S). Between-group analyses revealed that cognitively high performing individuals were more likely to use the optional quizzes on the platform. Moreover, within-group analyses (n= 56) including those students using the optional quizzes on the platform showed that reasoning significantly predicted quiz performance, and quiz processing speed. NFC and GRIT-S were unrelated to each of the aforementioned retrieval practice activities.
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| 8. |
- Fellman, Daniel, et al.
(author)
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Predicting Visuospatial and Verbal Working Memory by Individual Differences in E-Learning Activities
- 2020
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In: Frontiers in Education. - : Frontiers Media S.A.. - 2504-284X. ; 5, s. 1-11
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Journal article (peer-reviewed)abstract
- E-learning is being considered as a widely recognized option to traditional learning environments, allowing for highly tailor-made adaptive learning paths with the goal to maximize learning outcomes. However, for being able to create personalized e-learning systems, it is important to identify relevant student prerequisites that are related learning success. One aspect crucial for all kind of learning that is relatively unstudied in relation to e-learning is working memory (WM), conceptualized as the ability to maintain and manipulate incoming information before it decays. The aim of the present study was to examine how individual differences in online activities is related to visuospatial- and verbal WM performance. Our sample consisted of 98 participants studying on an e-learning platform. We extracted 18 relevant features of online activities tapping on Quiz accuracy, Study activity, Within-session activity, and Repetitive behavior. Using best subset multiple regression analyses, the results showed that individual differences in online activities significantly predicted verbal WM performance (p < 0.001, R2Adjusted = 0.166), but not visuospatial WM performance (p = 0.058, R2Adjusted= 0.065). The obtained results contribute to the existing research of WM in e-learning environments, and further suggest that individual differences in verbal WM performance can be predicted by how students interact on e-learning platforms.
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| 9. |
- Finell, Jonatan, et al.
(author)
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Working Memory and Its Mediating Role on the Relationship of Math Anxiety and Math Performance: A Meta-Analysis
- 2022
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In: Frontiers in Psychology. - : Frontiers Media S.A.. - 1664-1078. ; 12
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Journal article (peer-reviewed)abstract
- It is well established that math anxiety has a negative relationship with math performance (MP). A few theories have provided explanations for this relationship. One of them, the Attentional Control Theory (ACT), suggests that anxiety can negatively impact the attentional control system and increase one's attention to threat-related stimuli. Within the ACT framework, the math anxiety (MA)—working memory (WM) relationship is argued to be critical for math performance. The present meta-analyses provides insights into the mechanisms of the MA—MP relation and the mediating role of WM. Through database searches with pre-determined search strings, 1,346 unique articles were identified. After excluding non-relevant studies, data from 57 studies and 150 effect sizes were used for investigating the MA—MP correlation using a random-effects model. This resulted in a mean correlation of r = −0.168. The database search of WM as a mediator for the MA—MP relation revealed 15 effects sizes leading to a descriptive rather than a generalizable statistic, with a mean indirect effect size of −0.092. Overall, the results confirm the ACT theory, WM does play a significant role in the MA—MP relationship.
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