The effects of different review opportunities on schematisation of knowledge

Herbert, Debra M. B. and Burt, Jennifer S. (2003) The effects of different review opportunities on schematisation of knowledge. Learning And Instruction, 13 1: 73-92. doi:10.1016/S0959-4752(01)00038-X


Author Herbert, Debra M. B.
Burt, Jennifer S.
Title The effects of different review opportunities on schematisation of knowledge
Journal name Learning And Instruction   Check publisher's open access policy
ISSN 0959-4752
Publication date 2003-02-01
Year available 2003
Sub-type Article (original research)
DOI 10.1016/S0959-4752(01)00038-X
Open Access Status Not yet assessed
Volume 13
Issue 1
Start page 73
End page 92
Total pages 20
Editor W. Schnotz
Place of publication UK
Publisher Pergamon
Language eng
Subject C1
380102 Learning, Memory, Cognition and Language
780108 Behavioural and cognitive sciences
740301 Higher education
339999 Other Education
Abstract Recent research suggests that early in learning, students primarily use episodic memory when recalling information, but as learning develops and schematisation occurs, students' knowledge is likely to be dominated by semantic memory. This shift has been examined through student's memory awareness; 'remembering' is linked to episodic memory and 'knowing' is linked to semantic memory. This paper explores the effect of different review opportunities on students' memory awareness and schematisation, and reports on findings that indicate students are more likely to shift from 'remembering' to 'knowing' if they have the opportunity to review the learning material, but regularly and in different formats. (C) 2002 Elsevier Science Ltd. All rights reserved.
Keyword Education & Educational Research
Psychology, Educational
Memory Awareness
Schematisation
Student Learning
Term
Q-Index Code C1
Institutional Status UQ

 
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Created: Wed, 15 Aug 2007, 12:08:46 EST