Our new paper on interleaved pretesting is now free to access as an Editor's Choice article in the latest #JARMAC issue, part of the special section on applying cognitive psychology to improve learning: https://t.co/x0qPgCfzIV
BREAKING NEWS - NUS has placed 8th best in the world & 1st in Asia in the QS World University Rankings 2025! #NUSExcellence#ShapeTheFuture#NUSImpact
https://t.co/XvhHSq6dyw
[Preprint alert🚨]
Check out our latest work in the Learning Sciences:
Prequestioning Enhances @NUSingapore Undergraduate Students Learning 📚.
A wonderful collaboration 🤝 with @StevenCPan and @han_jia_yi
posted on @arxiv
https://t.co/yyWLxRyYtn
Participants who generated their own flashcards did as much as 25% better than those using premade cards.
“If a student uses an existing flashcard set, then they are robbing themselves of the learning opportunities,”
says @StevenCPan
https://t.co/2D6Qj3RyPN
I make flashcards on Quizlet everyday to try to memorize education things. I’ve never understood the pre-made flashcards. Half the learning is in making the flashcards yourself!
This study confirms that.
https://t.co/CrBzmbV0tv
If I had to sum up the crucial idea of learning as a cumulative process of forgetting and remembering and in one sentence, it would be this: "the act of retrieval is itself a potent learning event." (Bjork, Bjork 1992)
Retrieval practice isn't about testing whether someone has learned something, it's actually a vital part of the learning.
In other words, learning doesn't happen in a single lesson or episode where the teacher has "covered" the content. It happens over repeated episodes where we encounter, forget, retrieve, associate and consolidate that knowledge.
This process doesn't fit neatly into the boundary of a lesson unit which is why asking teachers to 'show learning in a lesson' is so misguided. What you're seeing is merely the briefest glimmer of learning which might lead to actual learning but which depends greatly on what happens next.
Study tip of the day: make your own flashcards instead of using premade flashcards! #JARMAC study shows user-generated flashcards yield better learning @StevenCPan@APA_Journals https://t.co/EsaUrUPt93
✨Guess what? Yesterday’s keynote by @StevenCPan reveals that guessing can enhance attention and, in turn, the learning process. Pre-instruction testing can be a powerful tool for learning. ✨
Such a delight to be in Würzburg, Germany for #WIASLL23. Thanks to @VeitKubik and Tobias Richter for organizing this incredible Autumn School on Lasting Learning. And what a gorgeous location -- just look at this view! :)
New publication in Educational Psychology Review: a review of research, theories, applications, and other aspects of the burgeoning prequestioning and pretesting literatures (in collaboration with @ShanaKCarpenter): https://t.co/zODHeCGyJD