Background and aims: Current evidence shows that children with developmental language disorder (DLD) benefit from spaced retrieval during word learning activities. Word recall is quite good relative to recall with alternative word learning procedures. However, recall on an absolute basis can be improved further; many studies report that fewer than…

To determine the effect of distributed practice (spacing out of study over time) and retrieval practice (recalling information from memory) on academic grades in health professions education and to summarise a range of interventional variables that may affect study outcomes. A systematic search of seven databases in November 2022 which were…

The Re-membering Blackness Digital Archive at the University of Scranton shares the university's racial story as part of a campus-wide initiative devoted to reconciliation and collective memory. By bringing together archival records on Black history in a thematic digital collection, the project presents a corrective lens through which the…

Although gesturing onscreen instructors are widely included in video lectures, it is still unclear whether, when, and how they are conducive to learning. To clarify this issue, we conducted a set of three-level meta-analyses of 662 effect sizes from 83 articles, spanning Web of Science, PsycINFO, ERIC, Education Research Complete, ProQuest…

The conjoint-recognition model (CRM) implements fuzzy-trace theory's opponent process conception of false memory. Within the family of measurement models that separate the memory effects of recollection and familiarity, CRM is the only one that accomplishes this for false as well as true memory. We assembled a corpus of 537 sets of…

Multimedia glosses have been examined extensively by researchers for over three decades to determine their possible effects in second language (L2) vocabulary acquisition. Many meta-analytic studies aimed to determine the extent to which glosses can impact L2 vocabulary learning and the moderators that can mediate the results of meta-analytic…

This systematic review aims to provide evidence-based literature on the impacts of technology-based instruction on students' academic achievements, attitude, and recalling capacity. The review was made based on the Preferred Reporting Items for Systematic and Meta-Analysis (PRISMA) review methodology. To achieve this aim, 583 prior studies from…

Purpose: Increasingly, mechanisms of learning are being considered during aphasia rehabilitation. Well-characterized learning mechanisms can inform "how" interventions should be administered to maximize the acquisition and retention of treatment gains. This systematic scoping review mapped hypothesized mechanisms of action (MoAs) and…

This study conducts a bibliometric analysis to map the research trends and intellectual landscape surrounding the development of scientific literacy assessments in educational contexts from 2019 to 2023. Scientific literacy, which encompasses the ability to comprehend, evaluate, and apply scientific knowledge, has emerged as a crucial competency…

Eyewitnesses often create face likenesses, which are published in the hope that potential suspects will be reported to the police. Witnesses exposed to another witness's composite, however, may be positively or negatively influenced by such composites. A good likeness may facilitate identification, but a bad likeness that resembles an innocent…

Purpose: The present meta-analysis investigated the efficacy of anomia treatment in bilingual and multilingual persons with aphasia (BPWAs) by assessing the magnitudes of six anomia treatment outcomes. Three of the treatment outcomes pertained to the "trained language": improvement of trained words (treatment effect [TE]),…

Over the past decade, meta-analyses have been conducted to evaluate the impact of embodied pedagogical agents on learning outcomes. Most review studies have evaluated learning outcomes from the perspective of testing labels such as transfer, retention, recognition, free recall, and various other classifications. This is problematic, because…

Studies have shown that learners exposed to interesting and irrelevant information, known as seductive details, do not perform as much as those who learned without seductive details. However, findings are mixed in terms of the degree to which seductive details hinder learning. Further research is also needed on how design features of learning…

Across four studies, we examined the how design decisions influenced the effectiveness of fact-checking articles created by CrossCheck France during the 2017 French election. We measured both memory for the article and belief in the false rumor. We saw no difference in fact check efficacy based on the type of headline (question vs negation) or the…

High-stakes examinations enjoy widespread use as summative assessments in higher education. We review the arguments for and against their use, across seven common themes: memory recall and knowledge retention; student motivation and learning; authenticity and real-world relevance; validity and reliability; academic misconduct and contract…