A longitudinal multisite study of the efficacy of retrieval and spaced practice in introductory psychology.

Predicting Learning: Comparing Study Techniques, Perseverance, and Metacognitive Skill

Teaching of Psychology ◽

10.1177/0098628320972332 ◽

2020 ◽

pp. 009862832097233

Author(s):

Regan A. R. Gurung ◽

Theresa Mai ◽

Matthew Nelson ◽

Sydney Pruitt

Keyword(s):

Computer Science ◽

Online Survey ◽

Introductory Psychology ◽

Future Research ◽

Metacognitive Skills ◽

Metacognitive Skill ◽

Spaced Practice ◽

Exam Scores ◽

High Utility ◽

Study Techniques

Background: Instructors and students are on a continuing quest to identify predictors of learning. Objective: This study examines the associations between self-reported exam score and study techniques among students in two courses, Introductory Psychology and Computer Science. Method: We used an online survey to measure the extent students ( N = 249) used 10 techniques studied in cognitive science. We also measured students’ perseverance, metacognitive skill, distractions, and procrastination. Results: Student use of specific study techniques varied between the two courses and a high utility technique, practice testing, was well used. Students reported low levels of spaced practice. Perseverance and metacognitive skills both correlated significantly with many of the study techniques. While no study techniques predicted exam scores in Introductory Psychology beyond variance predicted by GPA, the use of spaced practice predicted a significant portion of variance in students in Computer Science. Conclusions: Students’ use of study techniques varies between their courses and while related to GPA and exam scores, are not unique predictors of variance in learning. Additional moderators and mediators of learning need to be identified. Teaching Implications: We discuss ways instructors can help prepare students in Introductory Psychology and key needs for future research on studying.

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A Triarchic Analysis of an Aptitude-Treatment Interaction

European Journal of Psychological Assessment ◽

10.1027//1015-5759.15.1.3 ◽

1999 ◽

Vol 15 (1) ◽

pp. 3-13 ◽

Cited By ~ 96

Author(s):

Robert J. Sternberg ◽

Elena L. Grigorenko ◽

Michel Ferrari ◽

Pamela Clinkenbeard

Keyword(s):

High School ◽

High School Students ◽

Introductory Psychology ◽

College Level ◽

School Students ◽

Treatment Interaction ◽

Aptitude Treatment Interaction ◽

Psychology Course

Summary: This article describes a triarchic analysis of an aptitude-treatment interaction in a college-level introductory-psychology course given to selected high-school students. Of the 326 total participants, 199 were selected to be high in analytical, creative, or practical abilities, or in all three abilities, or in none of the three abilities. The selected students were placed in a course that either well matched or did not match their pattern of analytical, creative, and practical abilities. All students were assessed for memory, analytical, creative, and practical achievement. The data showed an aptitude-treatment interaction between students' varied ability patterns and the match or mismatch of these abilities to the different instructional groups.

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