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Please use this identifier to cite or link to this item: http://hdl.handle.net/1820/4252

Title: The 3R Study Strategy - Optimizing the effectiveness of the ‘Read-Recite-Review’ study strategy in learning from text
Authors: Reijners, Pauline
Kester, Liesbeth
Wetzels, Sandra
Kirschner, Paul A.
Keywords: Testing effect
Learning strategies
Issue Date: 23-Apr-2012
Abstract: Pauline Reijners started as a PhD-candidate in August 2011 under the supervision of Prof. Paul A. Kirschner, Dr. Liesbeth Kester and Dr. Sandra Wetzels. Her research focuses on the effects of the ‘read-recite-review’ study strategy with adjunct questions on learning from expository texts. In the first experiment, which will take place at the KU Leuven, Pauline investigates under which conditions (comprehension questions versus factual questions; alignment or no alignment; control group) the 3R strategy is most effective. The participants in the four intervention groups will answer either factual questions or comprehension questions after reading and during recitation. The participants in the control group will make notes during reading and free recall during the recitation phase. One week after the study phase, a post test will give insight in what the participants in the different conditions actually remember and comprehend from the text. During the plenary meeting of L&C, Pauline will go into detail about the background and design of this first study which will start in March.
Description: Reijners, P. B. G., Kester, L., Wetzels, S. A. J., & Kirschner, P. A. (2012, 16 February). The 3R Study Strategy - Optimizing the effectiveness of the ‘Read-Recite-Review’ study strategy in learning from text. Presentation at plenary meeting Learning & Cogntion, Heerlen, The Netherlands.
URI: http://hdl.handle.net/1820/4252
Appears in Collections:2. LC: Presentations

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