Recent Research on Human Learning Challenges Conventional Instructional Strategies

By D. Rohrer, Harold Pashler. 2010

273 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/1833aedd08640213b7cd2ada4d8ea09133bc6af2

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In Artificial Intelligence

In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

Interleaving Helps Students Distinguish among Similar Concepts (2012, background): “…of research has shown that spacing is an extremely effective learning strategy, yet massing remains more popular in the classroom despite numerous appeals (e.g., Bjork 1979; Cepeda et al. 2008; Dempster 1989; Halpern 2008; Rohrer and Pashler 2007; 2010; Schwartz et al. 2011; Willingham 2002).”
Inexpensive techniques to improve education: Applying cognitive psychology to enhance educational practice (2012, methodology): “Both spacing and interleaving have positive effects, as we discuss below, and they are often used together (see Rohrer & Pashler, 2010).”
Evolving Kolb (2015, methodology): “Rohrer and Pashler (2010) demonstrated that learning styles relate to feeling successful while studying, not which strategies actually yield greater learning.”
Scaffolding cognitive and metacognitive strategy instruction in regular class lessons (2012, unknown): “Although there are good reasons why teachers may not systematically access and apply findings from research on learning (Joram, 2007), such a situation can lead teachers to continue to use less effective practices and neglect more useful ones (Bransford et al., 2000; Rohrer & Pashler, 2010).”
‘Formative good, summative bad?’ – A review of the dichotomy in assessment literature (2016, background): “…on students’ learning, it would be wrong to assume that there is a clear-cut ‘good’ and ‘bad’ divide between formative and summative assessment; summative assessment, when carefully designed, can also have positive impacts on student learning (Shepard 2006; Rohrer and Pashler 2010; Bennett 2011).”
Accelerating the Academic Achievement of Students Referred to Developmental Education. CCRC Working Paper No. 30. (2011, background): “Other researchers of instructional spacing have suggested that breaking up content and distributing it across multiple learning sessions influences performance as much as the notion of an optimal time gap (Rohrer & Pashler, 2010).”
Rethinking the Use of Tests: A Meta-Analysis of Practice Testing (2017, methodology): “…revitalized interest in this phenomenon, with many studies over the past two decades (e.g., Chan, McDermott, & Roediger, 2006; Glover, 1989; Johnson & Mayer, 2009; McDaniel, Agarwal, Huelser, McDermott, & Roediger, 2011; McDaniel & Fisher, 1991; Roediger & Karpicke, 2006a; Rohrer & Pashler, 2010).”