Learning Psychological Research and Statistical Concepts using Retrieval-based Practice

Frontiers in Psychology

卷:6

Gabriel Qi Hao eWong¹  Gavin Jun Peng eNg¹  Stephen Wee Hun eLim¹ 

[1] National University of Singapore;

关键词: testing effect;    Teaching of psychology;    Experimental education;    Retrieval-based learning;    research methods pedagogy;   

DOI  :  10.3389/fpsyg.2015.01484

来源: DOAJ

【 摘 要 】

Research methods and statistics are an indispensable subject in the undergraduate psychology curriculum, but there are challenges associated with teaching it, such as making learning durable. Here we hypothesized that retrieval-based learning promotes long-term retention of statistical knowledge in psychology. Participants either studied the educational material in four consecutive periods, or studied it just once and practised retrieving the information in the subsequent three periods, and then took a final test through which their learning was assessed. Whereas repeated studying yielded better test performance when the final test was immediately administered, repeated practice yielded better performance when the test was administered a week after. The data suggest that retrieval practice enhanced the learning – produced better long-term retention – of statistical knowledge in psychology than did repeated studying.

【 授权许可】

Unknown