| When generating answers benefits arithmetic skill: the importance of prior knowledge. | |
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MedLine Citation:
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PMID: 18439617 Owner: NLM Status: MEDLINE |
Abstract/OtherAbstract:
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People remember information better if they generate the information while studying rather than read the information. However, prior research has not investigated whether this generation effect extends to related but unstudied items and has not been conducted in classroom settings. We compared third graders' success on studied and unstudied multiplication problems after they spent a class period generating answers to problems or reading the answers from a calculator. The effect of condition interacted with prior knowledge. Students with low prior knowledge had higher accuracy in the generate condition, but as prior knowledge increased, the advantage of generating answers decreased. The benefits of generating answers may extend to unstudied items and to classroom settings, but only for learners with low prior knowledge. |
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Authors:
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Bethany Rittle-Johnson; Alexander Oleksij Kmicikewycz |
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Publication Detail:
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Type: Journal Article; Research Support, Non-U.S. Gov't Date: 2008-04-24 |
Journal Detail:
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Title: Journal of experimental child psychology Volume: 101 ISSN: 1096-0457 ISO Abbreviation: J Exp Child Psychol Publication Date: 2008 Sep |
Date Detail:
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Created Date: 2008-08-13 Completed Date: 2008-12-01 Revised Date: - |
Medline Journal Info:
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Nlm Unique ID: 2985128R Medline TA: J Exp Child Psychol Country: United States |
Other Details:
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Languages: eng Pagination: 75-81 Citation Subset: IM |
Affiliation:
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Department of Psychology and Human Development, Peabody College, Vanderbilt University, Nashville, TN 37203, USA. b.rittle-johnson@vanderbilt.edu |
Export Citation:
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| MeSH Terms | |
Descriptor/Qualifier:
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Child Cognition* Female Humans Learning Male Mathematics* Problem Solving |
From MEDLINE®/PubMed®, a database of the U.S. National Library of Medicine
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