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Incorrect Answer in Pretest and Memory Fixation
https://hiroshima.repo.nii.ac.jp/records/2016150
https://hiroshima.repo.nii.ac.jp/records/20161508bf0286e-1e92-4891-adf9-d397de8fb259
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
TRDLS-en_1_1.pdf (419.6 KB)
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| Item type | デフォルトアイテムタイプ_（フル）(1) | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 公開日 | 2023-03-18 | |||||||||
| タイトル | ||||||||||
| タイトル | Incorrect Answer in Pretest and Memory Fixation | |||||||||
| 言語 | en | |||||||||
| 作成者 |
Tanaka, Saeko
× Tanaka, Saeko
× Miyatani, Makoto
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| アクセス権 | ||||||||||
| アクセス権 | open access | |||||||||
| アクセス権URI | http://purl.org/coar/access_right/c_abf2 | |||||||||
| 主題 | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | memory | |||||||||
| 主題 | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | pre-test effect | |||||||||
| 主題 | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | paired-associate learning | |||||||||
| 主題 | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | incorrect answer | |||||||||
| 主題 | ||||||||||
| 主題Scheme | Other | |||||||||
| 主題 | working memory | |||||||||
| 主題 | ||||||||||
| 主題Scheme | NDC | |||||||||
| 主題 | 370 | |||||||||
| 内容記述 | ||||||||||
| 内容記述 | 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. | |||||||||
| 言語 | en | |||||||||
| 出版者 | ||||||||||
| 出版者 | Research Initiative for Developing Learning Systems (RIDLS) | |||||||||
| 言語 | ||||||||||
| 言語 | eng | |||||||||
| 資源タイプ | ||||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||||
| 資源タイプ | journal article | |||||||||
| 出版タイプ | ||||||||||
| 出版タイプ | VoR | |||||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||||
| 関連情報 | ||||||||||
| 関連タイプ | references | |||||||||
| 識別子タイプ | URI | |||||||||
| 関連識別子 | http://ir.lib.hiroshima-u.ac.jp/00039105 | |||||||||
| 収録物識別子 | ||||||||||
| 収録物識別子タイプ | ISSN | |||||||||
| 収録物識別子 | 2189-9460 | |||||||||
| 開始ページ | ||||||||||
| 開始ページ | 1 | |||||||||
| 書誌情報 |
Theory and Research for Developing Learning Systems Theory and Research for Developing Learning Systems 巻 1, p. 1-13, 発行日 2015-03 |
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| 見出し | ||||||||||
| 大見出し | 論文 | |||||||||
| 言語 | ja | |||||||||
| 見出し | ||||||||||
| 大見出し | Features | |||||||||
| 言語 | en | |||||||||
| 旧ID | 39414 | |||||||||
