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Buchin, Zachary L.; Mulligan, Neil W. – Journal of Educational Psychology, 2023
Retrieval practice typically benefits later memory more than restudy (i.e., the testing effect). The benefits of retrieval-based learning generalize across a range of materials and contexts, leading many cognitive scientists to advocate for broad educational implementation. However, educators and practitioners call for more research on factors…
Descriptors: Prior Learning, Memory, Learning Processes, Learning Strategies

Delclos, Victor R.; Harrington, Christine – Journal of Educational Psychology, 1991
Nineteen fifth and 11 sixth graders given preliminary instruction about a computer-based problem-solving game received additional problem-solving training, problem-solving and self-monitoring training, or no further training. The beneficial impact of the monitoring training is discussed as evidence of the importance of the monitoring strategy in…
Descriptors: Comparative Analysis, Computer Assisted Instruction, Computer Games, Elementary School Students

King, Alison – Journal of Educational Psychology, 1991
A question-answering strategy for problem solving is described, and the effects of instruction in that strategy on student learning are examined in a computer-assisted context involving 46 fifth graders. The reasons students trained in guided questions performed better are discussed. (SLD)
Descriptors: Children, Computer Assisted Instruction, Elementary School Students, Grade 5

Reynolds, Ralph E.; And Others – Journal of Educational Psychology, 1990
Differences in use of selective attention by 64 more successful and 48 less successful readers in the tenth grade were studied. More successful readers are more aware of how and when to use the selective attention strategy and use more conceptual attention while reading than do less successful readers. (SLD)
Descriptors: Analysis of Variance, Causal Models, Comparative Analysis, Computer Assisted Instruction