Zobrazeno 1 - 8
of 8
pro vyhledávání: '"Kayla Morehead"'
Autor:
Kayla Morehead, Michael L. Mueller, John Dunlosky, Keith W. Thiede, Janet Metcalfe, Sarah K. Tauber
Publikováno v:
Zeitschrift für Psychologie. 229:104-119
Abstract. Does excellent monitoring of learning support improvements in subsequent relearning? Although some studies answer this question affirmatively, others have suggested that excellent monitoring may not matter. Accordingly, we address the quest
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::1f88c60732bfa8363b9c13abf44cd229
https://doi.org/10.1027/2151-2604/a000441
https://doi.org/10.1027/2151-2604/a000441
Autor:
Clarissa A. Thompson, Charles J. Fitzsimmons, Morgan L. Buerke, Kayla Morehead, John Dunlosky
Publikováno v:
The Journal of Experimental Education. 91:20-45
We investigated whether three interventions – studying incorrect worked examples, studying correct worked examples, or receiving feedback – improved children’s 0–1,000 (Experiment 1) and adults’ 1 ...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::10e4392b15f9211de931d821a297d5c0
https://doi.org/10.1080/00220973.2021.1891009
https://doi.org/10.1080/00220973.2021.1891009
Autor:
Kayla Morehead, John Dunlosky
Publikováno v:
Translational Issues in Psychological Science. 6:43-52
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::e017f003a1b6be1a8c0499b9f6a4afae
https://doi.org/10.1037/tps0000220
https://doi.org/10.1037/tps0000220
Publikováno v:
Educational Psychology Review. 31:753-780
Many students use laptops to take notes in classes, but does using them impact later test performance? In a high-profile investigation comparing note-taking writing on paper versus typing on a laptop keyboard, Mueller and Oppenheimer (Psychological S
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::5b16e0a7e70526fd3a802a90f5384303
https://doi.org/10.1007/s10648-019-09468-2
https://doi.org/10.1007/s10648-019-09468-2
Publikováno v:
Handbook of Research Methods in Human Memory ISBN: 9780429439957
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ae79620d7c1f6c53e050c6c3e5cceab9
https://doi.org/10.4324/9780429439957-23
https://doi.org/10.4324/9780429439957-23
Publikováno v:
Memory (Hove, England). 26(4)
When study is spaced across sessions (versus massed within a single session), final performance is greater after spacing. This spacing effect may have multiple causes, and according to the mediator hypothesis, part of the effect can be explained by t
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::98ba1d7fcc90bf8c9ea985ca90169e0f
https://pubmed.ncbi.nlm.nih.gov/28978279
https://pubmed.ncbi.nlm.nih.gov/28978279
Publikováno v:
Memorycognition. 45(8)
Although research has established that people can accurately judge how well they have learned categories, no research has examined whether people use their category-learning judgments (CLJs) to regulate their restudy of natural categories. Thus, in f
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::78ab1386be5cbbfe130abee56901ab9b
https://pubmed.ncbi.nlm.nih.gov/28707177
https://pubmed.ncbi.nlm.nih.gov/28707177
Publikováno v:
Memory (Hove, England). 24(2)
Students’ self-reported study skills and beliefs are often inconsistent with empirically supported (ES) study strategies. However, little is known regarding instructors’ beliefs about study skills and if such beliefs differ from those of students
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::0068b963d0908ce498e226b51126500d
https://pubmed.ncbi.nlm.nih.gov/25625188
https://pubmed.ncbi.nlm.nih.gov/25625188