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This article is part of Tools of the Trade, a weekly series in which a variety of experts share actionable tips for achieving fast and effective results on everything from productivity to fundraising. This week Nate Kornell shares strategies for retaining new information. Kornell is an associate professor of cognitive psychology at Williams College. On the third day of sixth grade, my daughter, Juliet, woke up early.
Teachers give tests to find out what their students know. But tests do a lot more than that and can have a powerful effect on what a student remembers. In a typical research study looking at the links between tests and memory, one group of participants might be told “Batman’s butler’s name is Alfred”. Another group would be asked “What is the name of Batman’s butler?” and then told it’s Alfred.
References Anderson, J. R., Corbett, A. T., Koedinger, K. R., &Pelletier, R. (1995). Cognitive tutors: Lessons learned.Journal of the Learning Sciences,4, 167–207. doi:10.1207/s15327809jls0402_2 Article Google Scholar Anderson, R. C., Kulhavy, R. W., &Andre, T. (1971). Feedback procedures in programmed instruction.Journal of Educational Psychology,62, 148–156. doi:10.1037/h0030766 Article Google Scholar Bjork, R. A., &Linn, M. C. (2006).
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