Zobrazeno 1 - 10
of 17
pro vyhledávání: '"Jeri L. Little"'
Autor:
Jeri L. Little
Publikováno v:
Journal of Intelligence, Vol 11, Iss 8, p 157 (2023)
Students claim that multiple-choice questions can be tricky, particularly those with competitive incorrect choices or choices like none-of-the-above (NOTA). Additionally, assessment researchers suggest that using NOTA is problematic for assessment. I
Externí odkaz:
https://doaj.org/article/ed9b39f96ec7434692e7b8b00e8e8467
Publikováno v:
Memory. 28:473-480
Answering multiple-choice questions increases accessibility of the tested information and can improve accessibility of related information. However, multiple-choice questions with "none of the above" (NOTA) as a choice hurts accessibility of the prev
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::287961752d3a0b72c969583af40355c5
https://doi.org/10.1080/09658211.2020.1733614
https://doi.org/10.1080/09658211.2020.1733614
Autor:
Jeri L. Little
Publikováno v:
Journal of Cognitive Psychology. 30:520-531
Answering multiple-choice questions improves access to otherwise difficult-to-retrieve knowledge tested by those questions. Here, I examine whether multiple-choice questions can also improve access...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::9f6666a8a745ef749b007fd47090b099
https://doi.org/10.1080/20445911.2018.1492581
https://doi.org/10.1080/20445911.2018.1492581
Autor:
Steven C. Pan, Mark A. McDaniel, Erin R. Foster, James E. Cooke, Lisa Tabor Connor, Timothy C. Rickard, Jeri L. Little
Publikováno v:
CBE Life Sciences Education
Mastery of jargon terms is an important part of student learning in biology and other science, technology, engineering, and mathematics domains. In two experiments, we investigated whether prelecture quizzes enhance memory for jargon terms, and wheth
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::bcead9ff18a17cb6cdf957d17abe7b60
http://europepmc.org/articles/PMC6818465
http://europepmc.org/articles/PMC6818465
Autor:
Elizabeth Ligon Bjork, Jeri L. Little
Publikováno v:
Memory & Cognition. 44:1085-1101
Although the testing effect has received a substantial amount of empirical attention, such research has largely focused on the effects of tests given after study. The present research examines the effect of using tests prior to study (i.e., as pretes
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::c61a423c81b3cbaa4a2acd1c15894924
https://doi.org/10.3758/s13421-016-0621-z
https://doi.org/10.3758/s13421-016-0621-z
Publikováno v:
Journal of experimental psychology. Learning, memory, and cognition. 45(8)
Taking a test improves memory for that tested information, a finding referred to as the testing effect. Multiple-choice tests tend to produce smaller testing effects than do cued-recall tests, and this result is largely attributed to the different pr
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::55c80f2fb30f415cbb16f4727450d115
https://pubmed.ncbi.nlm.nih.gov/30113206
https://pubmed.ncbi.nlm.nih.gov/30113206
Autor:
Mark A. McDaniel, Jeri L. Little
Publikováno v:
Translational Issues in Psychological Science. 1:158-169
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::7b9f30f5812c6e5114fb9ace5c66d274
https://doi.org/10.1037/tps0000031
https://doi.org/10.1037/tps0000031
Publikováno v:
Journal of Applied Research in Memory and Cognition. 3:165-170
We examined whether the power of tests as learning events, frequently demonstrated in the laboratory, would also occur in a large undergraduate course. Our goals were to determine: if learning of information tested on multiple-choice quizzes administ
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::315342ab621645525c978dbfce23525c
https://doi.org/10.1016/j.jarmac.2014.03.002
https://doi.org/10.1016/j.jarmac.2014.03.002
Autor:
Jeri L. Little, Mark A. McDaniel
Publikováno v:
Memory & Cognition. 43:85-98
Test-taking is assumed to help learners diagnose what they do and do not know, and by so doing improve the effectiveness of their subsequent study. Previous work has examined metamemory monitoring (e.g., predictions of future performance) and control
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::52458b37a54d03f6c46a493cbbff5c0b
https://doi.org/10.3758/s13421-014-0453-7
https://doi.org/10.3758/s13421-014-0453-7