Zobrazeno 1 - 10
of 11
pro vyhledávání: '"Ann-Kristin Meyer"'
Autor:
Ann-Kristin Meyer, Roland G Benoit
Publikováno v:
eLife, Vol 11 (2022)
Aversive events sometimes turn into intrusive memories. However, prior evidence indicates that such memories can be controlled via a mechanism of retrieval suppression. Here, we test the hypothesis that suppression exerts a sustained influence on mem
Externí odkaz:
https://doaj.org/article/e6dda2a1f2934d16920a307e19c75e61
Publikováno v:
Archives of Animal Nutrition. 75:489-509
Publikováno v:
Archives of animal nutrition. 75(6)
The oral
Autor:
Ann-Kristin Meyer, Roland G. Benoit
Publikováno v:
bioRxiv
eLife
eLife
Aversive events sometimes turn into intrusive memories. However, prior evidence indicates that such memories can be controlled via a mechanism of retrieval suppression. Here, we test the hypothesis that suppression exerts a sustained influence on mem
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::917823e8d9e5ba75ba1f27e41931e549
https://hdl.handle.net/21.11116/0000-0007-B770-C21.11116/0000-0007-B772-A
https://hdl.handle.net/21.11116/0000-0007-B770-C21.11116/0000-0007-B772-A
Publikováno v:
Cerebral Cortex
From age 5 to 7, there are remarkable improvements in children’s cognitive abilities (“5–7 shift”). In many countries, including Germany, formal schooling begins in this age range. It is, thus, unclear to what extent exposure to formal school
Autor:
Katharina Miriam Rischer, Jonathan M. Fawcett, Ann-Kristin Meyer, Roland G. Benoit, Davide Francesco Stramaccia
Publikováno v:
PsyArXiv
It is still debated whether suppressing the retrieval of unwanted memories causes forgetting and whether this constitutes a beneficial mechanism. To shed light on these 2 questions, we scrutinize the evidence for such suppression-induced forgetting (
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::e54a150e17465cb53b3fe17b2b4c70a6
https://hdl.handle.net/21.11116/0000-0004-EFA2-821.11116/0000-0004-EFA0-A
https://hdl.handle.net/21.11116/0000-0004-EFA2-821.11116/0000-0004-EFA0-A
Autor:
Michael Dietrich, George Goguadze, Bruce M. McLaren, Dimitra Tsovaltzi, Erica Melis, Ann-Kristin Meyer
Publikováno v:
Intelligent Tutoring Systems ISBN: 9783642134364
Intelligent Tutoring Systems (2)
Intelligent Tutoring Systems (2)
We present students with common errors of others in the context of an intelligent tutoring system (ITS) We conducted two studies with students of different curriculum levels to measure the effects of learning through such erroneous examples We report
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ff8ee4fa8ed4dcee0aba3feabdd30f81
https://doi.org/10.1007/978-3-642-13437-1_90
https://doi.org/10.1007/978-3-642-13437-1_90
Autor:
Ann-Kristin Meyer, Erica Melis, George Goguadze, Michael Dietrich, Bruce M. McLaren, Dimitra Tsovaltzi
Publikováno v:
Sustaining TEL: From Innovation to Learning and Practice ISBN: 9783642160196
EC-TEL
EC-TEL
We investigate whether erroneous examples in the domain of fractions can help students learn from common errors of other students presented in a computer-based system. Presenting the errors of others could spare students the embarrassment and demotiv
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::de95be320ae6961cf5f36c15994eeedc
https://doi.org/10.1007/978-3-642-16020-2_24
https://doi.org/10.1007/978-3-642-16020-2_24
Autor:
Bruce M. McLaren, Erica Melis, Georgi Goguadze, Ann-Kristin Meyer, Dimitra Tsovaltzi, Michael Dietrich
Publikováno v:
Lecture Notes in Computer Science ISBN: 9783642046353
EC-TEL
EC-TEL
In this work, we investigate the effect of presenting students with common errors of other students and explore whether such erroneous examples can help students learn without the embarrassment and demotivation of working with one's own errors. The e
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b7466e5cfee70667069ca268ffd67363
https://doi.org/10.1007/978-3-642-04636-0_69
https://doi.org/10.1007/978-3-642-04636-0_69