Zobrazeno 1 - 10
of 53
pro vyhledávání: '"Sarah K. Tauber"'
Publikováno v:
Journal of Intelligence, Vol 11, Iss 8, p 164 (2023)
Making judgments of learning (JOLs) while studying related word pairs can enhance performance on tests that rely on cue-target associations (e.g., cued recall) compared to studying alone. One possible explanation for this positive JOL reactivity effe
Externí odkaz:
https://doaj.org/article/e7db102997474ad5a4c88a4fa4a07c4e
Publikováno v:
Journal of Intelligence, Vol 11, Iss 7, p 139 (2023)
Making judgments of learning (JOLs) while studying is a useful tool for students to evaluate the status of their learning. Additionally, in associative learning contexts, JOLs can directly benefit learning when the to-be-learned information is relate
Externí odkaz:
https://doaj.org/article/3c0176264cd74f068943451c7a802356
Autor:
Sarah K. Tauber, Robert Ariel
Publikováno v:
Journal of Intelligence, Vol 11, Iss 3, p 52 (2023)
Students in higher education face a multitude of challenges when gaining and refining their knowledge [...]
Externí odkaz:
https://doaj.org/article/24d34ee19889408aa3025fc578b5213e
Publikováno v:
Journal of Intelligence, Vol 10, Iss 4, p 122 (2022)
Learning complex concepts is necessary for student success, but it is often challenging. Learning such concepts can be influenced by students’ study order choices during learning to switch to a new category (interleaved study order) or stay within
Externí odkaz:
https://doaj.org/article/9424b669cb964a5c9997c5494bd4fd6b
Publikováno v:
Journal of Applied Research in Memory and Cognition. 12:94-104
Autor:
Addison L, Babineau, Sarah K, Tauber
Publikováno v:
Memory & Cognition. 51:898-914
How exemplars are ordered - blocked or interleaved - can play a critical role in later classification performance. Even so, when students self-regulate their learning, they typically block their study by choosing to stay within the same category on s
Publikováno v:
Memory & Cognition.
Publikováno v:
Journal of Applied Research in Memory and Cognition. 11:106-119
Educators adopt a variety of methods to evaluate their students. However, little is known about the impact of an expected evaluation on students’ study decisions. To investigate this issue, students self-paced their study of a multimedia lesson and
Publikováno v:
Memory. 30:172-189
Although ample younger adult research has detailed effective strategies for revising misconceptions, research with older adults is less extensive. Older adults may be less able to correct errors in knowledge due to age-related changes in cognition, b
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