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.
Date of publication of this fulltext: 05 Dec 2016 12:49
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| Item type | Article | ||||
| Journal or Publication Title | Developmental Science | ||||
| Publisher: | Wiley | ||||
|---|---|---|---|---|---|
| Place of Publication: | HOBOKEN | ||||
| Volume: | 19 | ||||
| Number of Issue or Book Chapter: | 6 | ||||
| Page Range: | pp. 992-998 | ||||
| Date | 2016 | ||||
| Institutions | Human Sciences > Institut für Psychologie > Lehrstuhl für Psychologie IV (Entwicklungs- und Kognitionspsychologie) - Prof. Dr. Karl-Heinz Bäuml | ||||
| Identification Number |
| ||||
| Keywords | LONG-TERM RETENTION; PROACTIVE-INTERFERENCE; MEMORIAL CONSEQUENCES; RETRIEVAL PRACTICE; BAND OSCILLATIONS; CONTEXT CHANGE; FREE-RECALL; CLASSROOM; BUILDUP; ADULTS; | ||||
| 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 |
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