caa a22 4500 46321000X CHVBK 20180405153137.0 cr unu---uuuuu 170326e20070901xx s 000 0 eng 10.1007/s11251-006-9013-2 doi (NATIONALLICENCE)springer-10.1007/s11251-006-9013-2 Pavlik Jr. Philip Pittsburgh Science of Learning Center, Human Computer Interaction Institute, Carnegie Mellon University, 5000 Forbes Ave., 15213, Pittsburgh, PA, USA aut Understanding and applying the dynamics of test practice and study practice [Elektronische Daten] [Philip Pavlik Jr.] Two different methods of practice are available in the learning of simple information, test practice or study practice. Of these two methods of learning, research has generally shown that test practice is superior to study practice. However, this research has not considered the testing advantage with respect to the fact that test learning is uncertain (i.e. if recall fails, nothing appears to be learned) or with respect to the fact that study learning depends greatly on the duration of the study event. The following work clarifies these issues by presenting an integrated computational model of the relative costs and benefits of testing compared to study presentation [based on the ACT-R theory of declarative memory; Anderson, J.R. & Schooler, L.J. (1991). Psychological Science 2: 396-408; Pavlik Jr., P.I.. & Anderson, J.R. (2005). Cognitive Science 29: 559-586]. This model was applied to determine how test and study practice can be optimally employed to improve learning and provides a framework for understanding the effects of mnemonic strategies in simple memory tasks. Springer Science+Business Media, Inc., 2006 distributed practice nationallicence efficiency nationallicence forgetting nationallicence memory nationallicence modeling nationallicence paired-associate nationallicence practice nationallicence spacing nationallicence study effect nationallicence testing effect nationallicence Instructional Science Kluwer Academic Publishers 35/5(2007-09-01), 407-441 0020-4277 35:5<407 2007 35 11251 https://doi.org/10.1007/s11251-006-9013-2 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s11251-006-9013-2 text/html Onlinezugriff via DOI NATIONALLICENCE 100 1- Pavlik Jr Philip Pittsburgh Science of Learning Center, Human Computer Interaction Institute, Carnegie Mellon University, 5000 Forbes Ave., 15213, Pittsburgh, PA, USA aut NATIONALLICENCE 773 0- Instructional Science Kluwer Academic Publishers 35/5(2007-09-01), 407-441 0020-4277 35:5<407 2007 35 11251 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer