Please use this identifier to cite or link to this item:
https://doi.org/10.1002/acp.3506
DC Field | Value | |
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dc.title | In search of transfer following cued recall practice: The case of process-based biology concepts | |
dc.contributor.author | Pan, Steven C | |
dc.contributor.author | Hutter, Sarah A | |
dc.contributor.author | D'Andrea, Dominic | |
dc.contributor.author | Unwalla, Daanish | |
dc.contributor.author | Rickard, Timothy C | |
dc.date.accessioned | 2022-07-13T06:22:31Z | |
dc.date.available | 2022-07-13T06:22:31Z | |
dc.date.issued | 2019-07-01 | |
dc.identifier.citation | Pan, Steven C, Hutter, Sarah A, D'Andrea, Dominic, Unwalla, Daanish, Rickard, Timothy C (2019-07-01). In search of transfer following cued recall practice: The case of process-based biology concepts. APPLIED COGNITIVE PSYCHOLOGY 33 (4) : 629-645. ScholarBank@NUS Repository. https://doi.org/10.1002/acp.3506 | |
dc.identifier.issn | 08884080 | |
dc.identifier.issn | 10990720 | |
dc.identifier.uri | https://scholarbank.nus.edu.sg/handle/10635/228391 | |
dc.description.abstract | Previous work has demonstrated that cued recall of a term from a fact yields learning that does not transfer, relative to a restudy control, to recall of another term from the same fact. Here we report six experiments in which a series of manipulations during the initial study and training phases of learning, hypothesized to increase transfer for process-based biology concepts, were investigated. In Experiments 1 and 2, fill-in-the-blank questions combined with immediate or delayed and repeated correct answer feedback improved learning but not transfer. In Experiments 3 and 4, practice questions that involved recalling process steps, understanding ordinal relationships, or making inferences did not improve transfer. Positive transfer was produced, however, in Experiments 5 and 6 via retrieval–verification–scoring, a new method in which difficult fill-in-the-blank questions were combined with extensive feedback processing. We discuss implications for transfer in both theoretical and applied contexts. | |
dc.language.iso | en | |
dc.publisher | WILEY | |
dc.source | Elements | |
dc.subject | Social Sciences | |
dc.subject | Psychology, Experimental | |
dc.subject | Psychology | |
dc.subject | cued recall | |
dc.subject | feedback | |
dc.subject | retrieval practice | |
dc.subject | testing effect | |
dc.subject | transfer | |
dc.subject | RETRIEVAL PRACTICE | |
dc.subject | FEEDBACK | |
dc.subject | MEMORY | |
dc.subject | RETENTION | |
dc.subject | BENEFIT | |
dc.subject | TESTS | |
dc.subject | TEXT | |
dc.type | Article | |
dc.date.updated | 2022-07-11T07:25:07Z | |
dc.contributor.department | PSYCHOLOGY | |
dc.description.doi | 10.1002/acp.3506 | |
dc.description.sourcetitle | APPLIED COGNITIVE PSYCHOLOGY | |
dc.description.volume | 33 | |
dc.description.issue | 4 | |
dc.description.page | 629-645 | |
dc.published.state | Published | |
Appears in Collections: | Staff Publications Elements |
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Pan_ACP_2019.pdf | 737.94 kB | Adobe PDF | CLOSED | Published | ||
R220712n40.pdf | 769.1 kB | Adobe PDF | OPEN | Post-print | View/Download |
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