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Please use this identifier to cite or link to this item: http://hdl.handle.net/1820/4372

Title: The influence of text length and prior knowledge on the testing effect in meaningful learning
Authors: Wetzels, Sandra
Kester, Liesbeth
Keywords: testing effect
meaningful learning
text length
prior knowledge
Issue Date: 14-Aug-2012
Abstract: The testing effect, which states that testing information has more beneficial effects on retention than restudying, has consistently been found for retention of isolated facts (i.e., rote learning). However, research on the beneficial effects of testing on the retention of ideational units (i.e., meaningful learning) is rather scarce. Prior knowledge plays a pivotal role in meaningful learning and testing-effect theories seem to indicate that this also might be true for the testing effect. In this presentation, it is outlined how prior knowledge may influence the occurrence and magnitude of the testing effect in meaningful learning.
Description: Wetzels, S. A. J., & Kester, L. (2012, 14 June). The influence of text length and prior knowledge on the testing effect in meaningful learning. Presentation at plenary meeting Learning and Cognition, Heerlen, The Netherlands.
URI: http://hdl.handle.net/1820/4372
Appears in Collections:2. LC: Presentations

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