The effects of different review opportunities on schematisation of knowledge
ARTICLE
Debra M.B Herbert, Jennifer S Burt
Learning and Instruction Volume 13, Number 1, ISSN 0959-4752 Publisher: Elsevier Ltd
Abstract
Recent research suggests that early in learning, students primarily use episodic memory when recalling information, but as learning develops and schematisation occurs, students’ knowledge is likely to be dominated by semantic memory. This shift has been examined through student’s memory awareness; ‘remembering’ is linked to episodic memory and ‘knowing’ is linked to semantic memory. This paper explores the effect of different review opportunities on students’ memory awareness and schematisation, and reports on findings that indicate students are more likely to shift from ‘remembering’ to ‘knowing’ if they have the opportunity to review the learning material, but regularly and in different formats.
Citation
Herbert, D.M.B. & Burt, J.S. (2002). The effects of different review opportunities on schematisation of knowledge. Learning and Instruction, 13(1), 73-92. Elsevier Ltd. Retrieved August 17, 2024 from https://www.learntechlib.org/p/203186/.
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