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Download full textSchindler, Julia; Schindler, Simon; Reinhard, Marc-André – Frontline Learning Research, 2019
Self-generated information is better recognized and recalled than read information. This so-called generation effect has been replicated several times for different types of stimulus material, different generation tasks, and retention intervals. The present study investigated the impact of individual differences in learners' disposition to engage…
Descriptors: Foreign Countries, Individual Differences, Cognitive Processes, Difficulty Level
Direct linkMartin, Nadia; Hughes, Jeffrey; Fugelsang, Jonathan – Statistics Education Research Journal, 2017
We examine the joint effects of gender and experience on statistical reasoning. Participants with various levels of experience in statistics completed the Statistical Reasoning Assessment (Garfield, 2003), along with individual difference measures assessing cognitive ability and thinking dispositions. Although the performance of both genders…
Descriptors: Gender Differences, Experience, Statistical Analysis, Logical Thinking
Bertilsson, Frida; Wiklund-Hörnqvist, Carola; Stenlund, Tova; Jonsson, Bert – Journal of Cognitive Education and Psychology, 2017
Retrieval practice is known to lead to better retention of a to-be-learned material than restudy (i.e., the testing effect). However, few studies have investigated retrieval practice in relation to working memory capacity (WMC) and personality characteristics such as grittiness (Grit) and need for cognition (NFC). In two experiments, we examined…
Descriptors: Recall (Psychology), Short Term Memory, Testing, Personality Traits
