| Autor: |
Rea SD; Department of Educational Psychology, The University of Texas at Austin, Austin, TX 78712, USA., Wang L; Department of Educational Psychology, The University of Texas at Austin, Austin, TX 78712, USA., Muenks K; Department of Educational Psychology, The University of Texas at Austin, Austin, TX 78712, USA., Yan VX; Department of Educational Psychology, The University of Texas at Austin, Austin, TX 78712, USA. |
| Jazyk: |
angličtina |
| Zdroj: |
Journal of Intelligence [J Intell] 2022 Dec 16; Vol. 10 (4). Date of Electronic Publication: 2022 Dec 16. |
| DOI: |
10.3390/jintelligence10040127 |
| Abstrakt: |
Cognitive psychology research has emphasized that the strategies that are effective and efficient for fostering long-term retention (e.g., interleaved study, retrieval practice) are often not recognized as effective by students and are infrequently used. In the present studies, we use a mixed-methods approach and challenge the rhetoric that students are entirely unaware of effective learning strategies. We show that whether being asked to describe strategies used by poor-, average-, and high-performing students (Study 1) or being asked to judge vignettes of students using different strategies (Study 2), participants are generally readily able to identify effective strategies: they were able to recognize the efficacy of explanation, pretesting, interpolated retrieval practice, and even some interleaving. Despite their knowledge of these effective strategies, they were still unlikely to report using these strategies themselves. In Studies 2 and 3, we also explore the reasons why students might not use the strategies that they know are effective. Our findings suggest that interventions to improve learners' strategy use might focus less on teaching them about what is effective and more on increasing self-efficacy, reducing the perceived costs, and establishing better habits. |
| Databáze: |
MEDLINE |
| Externí odkaz: |
|
|
Nepřihlášeným uživatelům se plný text nezobrazuje |
K zobrazení výsledku je třeba se přihlásit.
|
