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ID 39414
本文ファイル
著者
Tanaka, Saeko
キーワード
memory
pre-test effect
paired-associate learning
incorrect answer
working memory
NDC
教育
抄録(英)
In schools, tests are given mainly to evaluate learning achievements. Receiving a test is also known to promote learning and long-term retention of memory. Recently, even incorrect test answers have been revealed to improve scores in later evaluation tests (pre-test effect). To develop an effective teaching method by using the pre-test effect, it is necessary to understand how the effect differs between individual students depending on their characteristics. However, it has not been investigated whether the pre-test effect in promoting long-term retention of memory differs by the characteristics of students or not. In this study, the authors examined whether the pre-test effect appeared or not in a paired-associate learning task of new words, which has been widely used in studies on learning, by using Japanese stimulus words (Experiment 1). Then, the working memory capacity of each student was measured as an index for personal characteristics, and the effects of the personal difference on pre-test effect was investigated (Experiment 2). The experiments showed that the group that experienced pretest scored better in a subsequent evaluation test than the group that did not receive a pretest, confirming the pre-test effect as in preceding studies. However, no relationship was found between the pre-test effect and working memory capacity. Therefore, the pre-test effect is possibly a phenomenon independent of working memory capacity.
掲載誌名
Theory and Research for Developing Learning Systems
1巻
開始ページ
1
終了ページ
13
出版年月日
2015-03
出版者
Research Initiative for Developing Learning Systems (RIDLS)
ISSN
2189-9460
言語
英語
NII資源タイプ
学術雑誌論文
広大資料タイプ
学内刊行物(紀要等)
DCMIタイプ
text
フォーマット
application/pdf
著者版フラグ
publisher
関連情報URL
部局名
教育学研究科
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