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Sleep and motor learning: Is there room for consolidation?
It is concluded that sleep does not enhance motor learning and that the role of sleep in the stabilization of memory cannot be conclusively determined based on the literature to date.
Transfer of Test-Enhanced Learning: Meta-Analytic Review and Synthesis
The findings of the first comprehensive meta-analytic review into testing yield learning that transfers to different contexts motivate a three-factor framework for transfer of test-enhanced learning and have practical implications for the effective use of practice testing in educational and other training contexts.
A dual memory theory of the testing effect
A new theoretical framework for the testing effect—the finding that retrieval practice is usually more effective for learning than are other strategies—is proposed, the empirically supported tenet of
Does interleaved practice enhance foreign language learning? The effects of training schedule on Spanish verb conjugation skills.
Do the cognitive benefits of interleaving—the method of alternating between two or more skills or concepts during training—extend to foreign language learning? In four experiments, we investigated
Learning from errors: students’ and instructors’ practices, attitudes, and beliefs
Overall, these findings reveal the prevalence of an ambivalent approach to errors: Students and instructors avoid generating errors but prioritise learning from them when they occur.
Time for considering the possibility that sleep plays no unique role in motor memory consolidation: Reply to Adi-Japha and Karni (2016).
It is shown that the metaregression allowed for tests of multiple candidate variables that could engender separate consolidation mechanisms, yielding no behavioral evidence for sleep-specific consolidation, and it is shown through reanalysis that the inclusion of child groups had virtually no impact on the parameter estimates among adults, and that theclusion of experiments with atypical designs did not materially influence parameter estimates.
True-False Testing on Trial: Guilty as Charged or Falsely Accused?
Although widely used, the true-false test is often regarded as a superficial or even harmful test, one that lacks the pedagogical efficacy of more substantive tests (e.g., cued-recall or short-answer
The Interleaving Effect: Mixing It Up Boosts Learning
We’ve all heard the adage: practice makes perfect! In other words, acquiring skills takes time and eff ort. But how exactly does one go about learning a complex subject such a s tennis, calculus, or