Zobrazeno 1 - 10 of 21 pro vyhledávání: '"Mary A. Pyc"'
1
Examining the contributions of desirable difficulty and reminding to the spacing effect
Autor: Aubrey M. Schonhoff, Geoffrey B. Maddox, Jessica D. Gatewood, Mary A. Pyc, Zachary S. Kauffman
Publikováno v: Memory & Cognition. 46:1376-1388
Although substantial evidence indicates that spacing repeated study events with intervening material generally enhances memory performance relative to massing study events, the mechanism underlying this benefit is less clear. Two experiments examined
Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::d74721536e9dbf934572c6f612c857b1
https://doi.org/10.3758/s13421-018-0843-3
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2
When people’s judgments of learning (JOLs) are extremely accurate at predicting subsequent recall: the 'Displaced-JOL effect'
Autor: Heather R. Bailey, Mary A. Pyc, Young Bui
Publikováno v: Memory. 26:771-783
Judgments of learning (JOL) made after a delay more accurately predict subsequent recall than JOLs made immediately after learning. One explanation is that delayed JOLs involve retrieving information about the target item from secondary memory, where
Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::da00ceefcbd34a5bcad0f6498466a5c2
https://doi.org/10.1080/09658211.2017.1406523
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3
Does mediator use contribute to the spacing effect for cued recall? Critical tests of the mediator hypothesis
Autor: Melissa Bishop, Mary A. Pyc, Katherine A. Rawson, Kayla Morehead, John Dunlosky
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
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4
The production effect: Costs and benefits in free recall
Autor: Angela C. Jones, Mary A. Pyc
Publikováno v: Journal of Experimental Psychology: Learning, Memory, and Cognition. 40:300-305
The production effect, the memorial benefit for information read aloud versus silently, has been touted as a simple memory improvement tool. The current experiments were designed to evaluate the relative costs and benefits of production using a free
Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::135da4de75bf6b4007d1f7f16101befd
https://doi.org/10.1037/a0033337
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5
Inexpensive techniques to improve education: Applying cognitive psychology to enhance educational practice
Autor: Henry L. Roediger, Mary A. Pyc
Publikováno v: Journal of Applied Research in Memory and Cognition. 1:242-248
The need to improve the educational system has never been greater. People in congress and business argue for expensive technological applications to improve education despite a lack of empirical evidence for their efficacy. We argue that one inexpens
Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::7a799de394eb7665320d29a83459b523
https://doi.org/10.1016/j.jarmac.2012.09.002
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6
How and when do students use flashcards?
Autor: Kathryn T. Wissman, Katherine A. Rawson, Mary A. Pyc
Publikováno v: Memory. 20:568-579
Previous survey research has documented students' use of self-regulated study strategies, with a particular interest in self-testing. These surveys indicate that students frequently use flashcards to self-test and that self-testing is primarily used
Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::30efe5d32b7d5b1811025f6dc27973d2
https://doi.org/10.1080/09658211.2012.687052
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7
Are judgments of learning made after correct responses during retrieval practice sensitive to lag and criterion level effects?
Autor: Mary A. Pyc, Katherine A. Rawson
Publikováno v: Memory & Cognition. 40:976-988
Although successful retrieval practice is beneficial for memory, various factors (e.g., lag and criterion level) moderate this benefit. Accordingly, the efficacy of retrieval practice depends on how students use retrieval practice during learning, wh
Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::03eab55352690fb3f3a60b976022c6a7
https://doi.org/10.3758/s13421-012-0200-x
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8
Why is test–restudy practice beneficial for memory? An evaluation of the mediator shift hypothesis
Autor: Mary A. Pyc, Katherine A. Rawson
Publikováno v: Journal of Experimental Psychology: Learning, Memory, and Cognition. 38:737-746
Although the memorial benefits of testing are well established empirically, the mechanisms underlying this benefit are not well understood. The authors evaluated the mediator shift hypothesis, which states that test-restudy practice is beneficial for
Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::3ce11b1ee8d4ddf6fc68b327bf01c60c
https://doi.org/10.1037/a0026166
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9
Costs and benefits of dropout schedules of test-restudy practice: Implications for student learning
Autor: Mary A. Pyc, Katherine A. Rawson
Publikováno v: Applied Cognitive Psychology. 25:87-95
Summary: Almost all previous studies examining the benefits of testing for promoting student learning have used fixed schedules of practice. However, students more often report utilizing a dropout schedule of practice, in which items are dropped from
Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::bb39020966f324e6f808bf0ff317f7ca
https://doi.org/10.1002/acp.1646
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