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関連する概念動画

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...
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,...
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...
Metacognition01:26

Metacognition

Metacognition is a conscious process where individuals are aware of their cognitive and executive processes, such as planning before solving a problem or self-monitoring during reading. For instance, a writer may need help with composing a piece. The situation involves a writer who is working on a piece of writing, but while doing so, they realize that something is missing. They notice that their characters lack depth or details. This realization occurs because the writer is reflecting on their...
Storage01:23

Storage

A schema is a mental framework that helps individuals organize and interpret information. Schemata, formed from previous experiences, influence how we process new information: how we encode it, the inferences we make, and how we retrieve it. For instance, a schema for what a typical classroom looks like might include desks, a teacher's desk, a whiteboard, and students in such an environment. This expectation helps us quickly understand and navigate new classrooms without needing to analyze each...

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関連する実験動画

Updated: May 28, 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

コメント on "リトリーバルの実践は,コンセプトマッピングによる詳細な学習よりも多くの学習を生み出します"

Joel J Mintzes1, Alberto Canas, John Coffey

  • 1Department of Biological Sciences, College of Natural Sciences, California State University, Chico, CA 95929, USA. jmintzes@csuchico.edu

Science (New York, N.Y.)
|October 29, 2011
PubMed
まとめ

復習の実践は,複雑な科学学習のための詳細な学習よりも優れているとは限りません. この研究は,以前の発見に疑問を投げかけ,学習戦略の代替解釈を提案しています.

さらに関連する動画

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

関連する実験動画

Last Updated: May 28, 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

科学分野:

  • 認知心理学とは,認知心理学である.
  • 教育心理学の教育心理学について
  • 科学 教育 教育 科学教育

背景:

  • 復習練習は,詳細な学習と比較して優れた学習戦略としてしばしば引用されます.
  • Karpicke and Blunt (2011) は,復習の実践が複雑な科学概念のコンセプトマッピングよりも学習を強化したと報告しています.
  • この発見は,科学教育における教科設計に重大な意味を持ちます.

研究 の 目的:

  • カーピッケとブラント (2011) の研究結果の方法論的,認識学的根拠を批判的に評価する.
  • 検索実践の主張された優位性の一般化性と堅実性を調査する.
  • 複雑な科学教育における学習成果の代替解釈を提供すること.

主な方法:

  • 元の研究の設計と実行の方法論的批判.
  • 結果の解釈の基礎となる仮定の認識論的分析.
  • 異なる学習条件下での学習成果の比較分析.

主要な成果:

  • 報告されたリトリーバルの優位性は,特定の実験条件に左右される可能性があります.
  • 観察された学習獲得の代替説明が提案されています.
  • 詳細な戦略としてのコンセプトマッピングの有効性は,さらなる調査を必要としています.

結論:

  • 復習の実践が複雑な科学学習に普遍的に優れているという結論は,再検討を必要とする.
  • 学習戦略の理解を深めるには,方法論的厳格性と認識学的明確性が不可欠である.
  • 科学教育におけるさまざまな学習技術の比較的効果を完全に解明するには,さらなる研究が必要である.