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Megan N. Imundo; Inez Zung; Mary C. Whatley; Steven C. Pan – Metacognition and Learning, 2025
We investigated the benefits of two ways to use flashcards to perform retrieval practice: alone versus with a partner. In three experiments, undergraduate students learned word-definition pairs using flashcards alone (Individual condition) or with another student (Paired condition). Participants then made global judgments of learning (gJOLs;…
Descriptors: Undergraduate Students, Instructional Materials, Word Recognition, Paired Associate Learning
Yang, Chunliang; Chew, Siew-Jong; Sun, Bukuan; Shanks, David R. – Journal of Educational Psychology, 2019
Interim testing of studied information, compared with restudying or no treatment, facilitates subsequent learning and retention of new information--"the forward testing effect." Previous research exploring this effect has shown that interim testing of studied information from a given domain enhances subsequent learning and retention of…
Descriptors: Testing, Transfer of Training, Retention (Psychology), Prior Learning

Wang, Alvin Y. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 1983
Three paired-associate learning studies were designed to test the hypothesis that individual differences in learning speed are determined by the types of elaborative strategies used by learners during acquisition. Slow learners generate fewer elaborators and produce less effective elaborators, even when using the same strategy as fast learners.…
Descriptors: Higher Education, Individual Differences, Learning Processes, Learning Strategies

Schmeck, Ronald R; Spofford, Mark – Contemporary Educational Psychology, 1982
An investigation was undertaken to determine whether highly aroused (e.g. highly anxious) students are handicapped with regard to their ability to learn through deep processing and elaboration. The hypothesis that well-developed deep and elaborative habits of thought might counteract the disruptive effects that excessive arousal has upon students…
Descriptors: Arousal Patterns, Attention, Cognitive Style, Higher Education

Weinstein, Claire E. – Contemporary Educational Psychology, 1982
The effects of a diversified imaginal and verbal elaboration strategy training program upon the learning and retention (efficiency) of ninth-grade students was investigated. The results, using free recall, modified serial recall, paired-associate learning, and reading comprehension tests, indicate that students can be trained to use elaboration to…
Descriptors: Cognitive Ability, Grade 9, Learning Processes, Learning Strategies
Weinstein, Claire E.; And Others – 1980
Three studies were performed to investigate the effects of training versus instructions in the acquisition of cognitive learning strategies. Groups of undergraduate students were taught to use one or more strategies. The amount and type of training differed for each of the experimental groups. Strategies taught included the method of loci,…
Descriptors: Cluster Grouping, College Students, Drills (Practice), Feedback
Schramm, Wilbur – Office of Education, US Department of Health, Education, and Welfare, 1964
This annotated bibliography is a compilation of the research on programed instruction conducted in the United States since 1954. The introduction describes the field; looks back over the research and reviews some of its conclusions; answers the question whether students learn from programmed instruction; explains the characteristic variables; and…
Descriptors: Educational History, Educational Research, Research Reports, Annotated Bibliographies