Jove
Visualize
Contáctanos
JoVE
x logofacebook logolinkedin logoyoutube logo
ACERCA DE JoVE
Visión GeneralLiderazgoBlogCentro de Ayuda JoVE
AUTORES
Proceso de PublicaciónConsejo EditorialAlcance y PolíticasRevisión por ParesPreguntas FrecuentesEnviar
BIBLIOTECARIOS
TestimoniosSuscripcionesAccesoRecursosConsejo Asesor de BibliotecasPreguntas Frecuentes
INVESTIGACIÓN
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchivo
EDUCACIÓN
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualCentro de Recursos para ProfesoresSitio de Profesores
Términos y Condiciones de Uso
Política de Privacidad
Políticas

Videos de Conceptos Relacionados

Elaborative Rehearsals01:07

Elaborative Rehearsals

Elaborative rehearsal is a crucial cognitive strategy that strengthens information encoding in long-term memory by making meaningful connections between new data and pre-existing knowledge. This approach contrasts with maintenance rehearsal, which involves simple repetition without delving into the significance of the information. While maintenance rehearsal might temporarily keep information active in short-term memory, it is less effective for long-term retention.
The effectiveness of...
Retrieval01:12

Retrieval

Retrieval is the process of getting information out of memory storage and back into conscious awareness. This ability is essential for daily tasks like brushing hair and teeth, driving to work, and performing job duties. Retrieval occurs in three ways: recall, recognition, and relearning.
Recall involves accessing information without cues, such as during an essay test, where individuals must retrieve facts and concepts from memory unaided. Another example is remembering the name of a colleague...
Chunking and Rehearsal in Sensory Memory01:22

Chunking and Rehearsal in Sensory Memory

Improving short-term memory can be achieved through techniques like chunking and rehearsal. Chunking involves organizing information into larger, more manageable units. This technique is particularly useful for information that exceeds the typical memory span of between five and nine items. For instance, logging into an online account with a password like "ta89vq0179gz" involves grouping letters and numbers into three chunks—ta89, vq01, and 79gz. It makes large amounts of information more...
Impact of Schemas01:30

Impact of Schemas

Schemas are cognitive structures that provide a framework for interpreting and organizing social information. They help individuals navigate complex environments by offering expectations about people, events, and behaviors. Schemas influence attention, encoding, and retrieval processes, thereby shaping the entire trajectory of information processing in social contexts.Attention and Cognitive LoadDuring initial attention, schemas function as filters that prioritize schema-consistent information,...
Higher Mental Functions of Brain: Learning and Memory01:26

Higher Mental Functions of Brain: Learning and Memory

Memory is one of the most vital higher mental functions of the brain. Memory is closely related to learning because it enables us to retain information and experiences from our past to use them in our present life. It also helps us to remember facts, events, and skills, such as riding a bike or swimming. There are two types of memory — declarative memory, which involves memorizing facts or events, and procedural memory, which enables us to remember how to do something like writing or playing an...
Mnemonic Devices01:23

Mnemonic Devices

Mnemonic devices are cognitive tools that facilitate memory retention by linking new information to familiar patterns or organizational strategies. These techniques are beneficial for remembering complex or lengthy sets of information by simplifying and structuring them in easily retrievable ways.
Acronyms
Acronyms are created by using the initial letters of a series of words to form a new word or phrase. This approach condenses complex information into a single, memorable entity. For example,...

También podría leer

Artículos Relacionados

Artículos vinculados a este trabajo por autores compartidos, revista y gráfico de citas.

Ordenar por
Same author

Predictors of Word Learning With and Without Retrieval Practice in Children With Developmental Language Disorder.

Journal of speech, language, and hearing research : JSLHR·2026
Same author

Word Learning in Children With Developmental Language Disorder: The Use of Retrieval Practice During Shared Book Reading.

Journal of speech, language, and hearing research : JSLHR·2025
Same author

Learning Verbs in Sentences: Children With Developmental Language Disorder and the Role of Retrieval Practice.

Journal of speech, language, and hearing research : JSLHR·2024
Same author

The Contributions of Immediate Retrieval and Spaced Retrieval to Word Learning in Preschoolers with Developmental Language Disorder.

Autism & developmental language impairments·2022
Same author

Analyzing the structure of animacy: Exploring relationships among six new animacy and 15 existing normative dimensions for 1,200 concrete nouns.

Memory & cognition·2022
Same author

Word-learning trajectories influence long-term recall in children with developmental language disorder and typical development.

Journal of communication disorders·2021

Video Experimental Relacionado

Updated: Jun 5, 2026

Using Practice Testing, Public Speaking, and Source Monitoring to Examine the Influences of Learning Strategies and Stress on Episodic Memory
07:59

Using Practice Testing, Public Speaking, and Source Monitoring to Examine the Influences of Learning Strategies and Stress on Episodic Memory

Published on: June 14, 2019

La práctica de recuperación produce más aprendizaje que el estudio elaborado con el mapeo de conceptos.

Jeffrey D Karpicke1, Janell R Blunt

  • 1Department of Psychological Sciences, Purdue University, West Lafayette, IN 47907, USA. karpicke@purdue.edu

Science (New York, N.Y.)
|January 22, 2011
PubMed
Resumen

Practicar la recuperación, o recordar información, mejora significativamente el aprendizaje significativo más que el estudio elaborado. Este beneficio de la práctica de recuperación se aplica a los textos de educación científica y las evaluaciones de comprensión.

Más Videos Relacionados

Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm
06:35

Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm

Published on: April 28, 2016

Using a Classroom-Based Deese Roediger McDermott Paradigm to Assess the Effects of Imagery on False Memories
08:53

Using a Classroom-Based Deese Roediger McDermott Paradigm to Assess the Effects of Imagery on False Memories

Published on: November 14, 2018

Videos de Experimentos Relacionados

Last Updated: Jun 5, 2026

Using Practice Testing, Public Speaking, and Source Monitoring to Examine the Influences of Learning Strategies and Stress on Episodic Memory
07:59

Using Practice Testing, Public Speaking, and Source Monitoring to Examine the Influences of Learning Strategies and Stress on Episodic Memory

Published on: June 14, 2019

Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm
06:35

Examining Recall Memory in Infancy and Early Childhood Using the Elicited Imitation Paradigm

Published on: April 28, 2016

Using a Classroom-Based Deese Roediger McDermott Paradigm to Assess the Effects of Imagery on False Memories
08:53

Using a Classroom-Based Deese Roediger McDermott Paradigm to Assess the Effects of Imagery on False Memories

Published on: November 14, 2018

Área de la Ciencia:

  • Psicología Cognitiva Psicología cognitiva.
  • Psicología educativa Psicología educativa.
  • Ciencia Educación Ciencia Educación Educación.

Sus antecedentes:

  • Los educadores a menudo favorecen las técnicas de estudio elaborativas.
  • La práctica de recuperación, o recuerdo del conocimiento, está subutilizada a pesar de sus beneficios para el aprendizaje.
  • La investigación existente sugiere que la práctica de recuperación mejora el aprendizaje.

Objetivo del estudio:

  • Para comparar la efectividad de la práctica de recuperación frente al estudio elaborado para un aprendizaje significativo.
  • Investigar si los beneficios de la práctica de recuperación se generalizan en diferentes textos científicos y tipos de evaluación.
  • Determinar si la práctica de recuperación mejora el aprendizaje a través de mecanismos específicos de recuperación.

Principales métodos:

  • Los participantes se dedican a la práctica de recuperación o al estudio elaborado (mapeo de conceptos) con textos científicos.
  • Las ganancias de aprendizaje se evaluaron utilizando preguntas de comprensión y tareas de mapeo de conceptos.
  • El estudio utilizó textos que se encuentran comúnmente en los currículos de educación científica.

Principales resultados:

  • La práctica de recuperación condujo a mayores ganancias en el aprendizaje significativo en comparación con el estudio elaborado.
  • Los beneficios de la práctica de recuperación fueron consistentes en diferentes textos científicos.
  • La práctica de recuperación mejoró el rendimiento en preguntas basadas en comprensión e inferencia, incluso cuando la prueba final involucró mapeo de conceptos.

Conclusiones:

  • La práctica de recuperación es una estrategia de aprendizaje más efectiva que el estudio elaborado para la educación científica.
  • Las ventajas de la práctica de recuperación provienen de mecanismos específicos de recuperación, no de elaboración.
  • La práctica de recuperación es una herramienta poderosa para fomentar una comprensión conceptual profunda en la ciencia.