To send content items to your account,
please confirm that you agree to abide by our usage policies.
If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account.
Find out more about sending content to .
To send content items to your Kindle, first ensure email@example.com
is added to your Approved Personal Document E-mail List under your Personal Document Settings
on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part
of your Kindle email address below.
Find out more about sending to your Kindle.
Note you can select to send to either the @free.kindle.com or @kindle.com variations.
‘@free.kindle.com’ emails are free but can only be sent to your device when it is connected to wi-fi.
‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.
This Handbook reviews a wealth of research in cognitive and educational psychology that investigates how to enhance learning and instruction to aid students struggling to learn and to advise teachers on how best to support student learning. The Handbook includes features that inform readers about how to improve instruction and student achievement based on scientific evidence across different domains, including science, mathematics, reading and writing. Each chapter supplies a description of the learning goal, a balanced presentation of the current evidence about the efficacy of various approaches to obtaining that learning goal, and a discussion of important future directions for research in this area. It is the ideal resource for researchers continuing their study of this field or for those only now beginning to explore how to improve student achievement.
Learning and retaining class material is not only the primary goal in many class exercises (e.g. from learning the ABC to the periodic table of the elements) but may be essential for successfully mastering more complex lessons (e.g. reading, and developing chemical compounds). Accordingly, many researchers and educators have devoted their careers to engineering techniques that will improve learning. In the present chapter, we discuss the utility of one technique for improving individuals' ability to master new materials: practice tests or self-testing. A practice test involves an individual testing their memory or comprehension of class material to evaluate whether they will succeed on a subsequent test and, as such, can be considered a metacognitive activity. That is, practice testing may inform the learner about the degree to which to-be-learned materials have been stored in memory (or have been comprehended) so that they can accurately predict future test performance. In this way, practice tests may help students to regulate their study more effectively. For instance, a student may devise a test to evaluate whether to-be-learned material can be retrieved. If the material is retrieved during the test, they can move on to study other less well-learned materials. If the material is not successfully retrieved, then more study time should be allocated. The idea is that self-testing will improve the efficiency of self-regulated learning by helping students isolate poorly learned material for restudy. This simple strategy has been included in popular learning techniques and is undoubtedly used by many students.
Email your librarian or administrator to recommend adding this to your organisation's collection.