A cognitive-science based programme to enhance study efficacy in a high and low risk setting
- 2 July 2007
- journal article
- research article
- Published by Taylor & Francis in The European Journal of Cognitive Psychology
- Vol. 19 (4-5) , 743-768
- https://doi.org/10.1080/09541440701326063
Abstract
In three experiments, learning performance in a 6- or 7-week cognitive-science based computer-study programme was compared to equal time spent self-studying on paper. The first two experiments were conducted with grade 6 and 7 children in a high risk educational setting, the third with Columbia University undergraduates. The principles the programme implemented included (1) deep, meaningful, elaborative, multimodal processing, (2) transfer-appropriate processing, (3) self-generation and multiple testing of responses, and (4) spaced practice. The programme was also designed to thwart metacognitive illusions that would otherwise lead to inappropriate study patterns. All three experiments showed a distinct advantage in final test performance for the cognitive-science based programme, but this advantage was particularly prominent in the children.Keywords
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