Zobrazeno 1 - 10
of 30
pro vyhledávání: '"Vered Halamish"'
Autor:
Pnina Stern, Vered Halamish
Publikováno v:
Frontiers in Psychology, Vol 14 (2023)
IntroductionThe present study examined the relative effectiveness of two free-recall-based retrieval practice methods for text learning among students with ADHD.MethodParticipants with and without ADHD read texts and practiced them by freely recallin
Externí odkaz:
https://doaj.org/article/903d2e89143447ef8b9ec6bcf6bce74b
Autor:
Vered Halamish
Publikováno v:
Frontiers in Psychology, Vol 9 (2018)
Research in cognitive psychology has suggested that difficulties are often desirable for learning: learning strategies that create difficulties for learners during practice often produce durable learning. Prominent examples of effective learning stra
Externí odkaz:
https://doaj.org/article/836ab346a7784c9eb3c4372e2c67e962
Publikováno v:
Frontiers in Psychology, Vol 9 (2018)
Recently, there has been a growing interest in the effect of perceptual features of learning materials on adults’ memory and metamemory. Previous studies consistently have found that adults use font size as a cue when monitoring their learning, jud
Externí odkaz:
https://doaj.org/article/a496a3f7a8214bf29b98e200a5f46119
Publikováno v:
PLoS ONE, Vol 8, Iss 9, p e74061 (2013)
Research on reading development has focused on the linguistic, cognitive, and recently, metacognitive skills children must master in order to learn to read. Less focus has been devoted to how the text itself, namely the perceptual features of the wor
Externí odkaz:
https://doaj.org/article/4b393b5e9f87496da73aa680a5986392
Autor:
Vered Halamish, Monika Undorf
Publikováno v:
Journal of Experimental Psychology: Learning, Memory, and Cognition. 49:547-556
Research has observed that monitoring one's own learning modifies memory for some materials but not for others. Specifically, making judgments of learning (JOLs) while learning word pairs improves subsequent cued-recall memory performance for related
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::a68288c9af9d5cb7147fbb5ad6e0362c
https://doi.org/10.1037/xlm0001174
https://doi.org/10.1037/xlm0001174
Publikováno v:
Metacognition and Learning.
Predicting what we will remember and forget is crucial for daily functioning. We were interested in whether evaluating something as likely to be remembered or forgotten leads to enhanced memory for both forms of information relative to information th
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::caef2f0edf6a2d5ea993d89672e4e77a
https://doi.org/10.1007/s11409-023-09332-3
https://doi.org/10.1007/s11409-023-09332-3
Autor:
Vered Halamish, Dorit Elias
Publikováno v:
Computers & Education. 190:104606
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::7e7b59df06153e01f2fb05fcbbe97510
https://doi.org/10.1016/j.compedu.2022.104606
https://doi.org/10.1016/j.compedu.2022.104606
Autor:
Vered Halamish, Pnina Stern
Publikováno v:
MemorycognitionReferences. 50(4)
Rememberers are often motivated to remember certain pieces of information more than they are motivated to remember other pieces. The literature suggests that this motivation results in selective remembering of valuable information and that it yields
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::9da9b0f5c45e18738b960fe57bde72b4
https://pubmed.ncbi.nlm.nih.gov/34939167
https://pubmed.ncbi.nlm.nih.gov/34939167
Publikováno v:
Experimental Psychology. 66:319-330
Abstract. Learners are more likely to remember what they study if they are motivated to do so. Such motivation can be externally driven by prospective rewards, but also intrinsically driven by curiosity. The present research focused on the role of cu
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::b184e2a1b1e89b6540ff87d1d9975814
https://doi.org/10.1027/1618-3169/a000455
https://doi.org/10.1027/1618-3169/a000455
Autor:
Vered Halamish
Publikováno v:
Memory & Cognition. 46:979-993
Presenting information in a perceptually degraded format sometimes enhances learning outcomes. However, earlier studies in which words were presented in large or small fonts in a paradigm that also involved item-by-item judgments of learning (JOLs) c
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::524f3984fdf248c7ec3cf8cb2f0dbb89
https://doi.org/10.3758/s13421-018-0816-6
https://doi.org/10.3758/s13421-018-0816-6