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Testing enhances subsequent learning in older but not in younger elementary school children

Aslan, Alp and Bäuml, Karl-Heinz T. (2016) Testing enhances subsequent learning in older but not in younger elementary school children. Developmental Science 19 (6), pp. 992-998.

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Abstract

In adults, testing can enhance subsequent learning by reducing interference from the tested information. Here, we examined this forward effect of testing in children. Younger and older elementary school children and adult controls studied four lists of items in anticipation of a final cumulative recall test. Following presentation of each of the first three lists, participants were immediately ...

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Item type:Article
Date:2016
Institutions:Psychology and Pedagogy > Institut für Psychologie > Lehrstuhl für Psychologie IV (Entwicklungs- und Kognitionspsychologie) - Prof. Dr. Karl-Heinz Bäuml
Identification Number:
ValueType
10.1111/desc.12340DOI
Dewey Decimal Classification:100 Philosophy & psychology > 150 Psychology
Status:Published
Refereed:Yes, this version has been refereed
Created at the University of Regensburg:Yes
Item ID:34950
Owner only: item control page
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