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Now showing items 21-22 of 22
Aufsatz
Access to the learning material enhances learning by means of generating questions: Comparing open- and closed-book conditions
(2020)
Generating questions referring to the learning material is a powerful learning strategy. The present study investigated potential mechanisms behind this effect. Students (N=231) read a text and then generated questions referring to the text in three conditions: (1) open-book (i.e., text accessible), (2) closed-book (i.e., text inaccessible), and (3) cued closed-book (i.e., text inaccessible but keywords provided). After one week, students’ knowledge gain was larger in the open-book and cued closed-book conditions ...
Aufsatz
Verbal facilitation effects instead of verbal overshadowing in face memory of 4- to 6-year olds
(2015)
Research on eye witness memory in older children and adults revealed that verbally describing unfamiliar faces impairs later recognition of these faces, known as the “verbal overshadowing effect”. The aim of this study was to investigate whether a verbal overshadowing effect occurs in 4- to 6-year olds, too, and whether visualization (i.e., drawing the seen face) might elicit a visual overshadowing effect. Instead of a verbal overshadowing effect, a verbal facilitation effect was revealed with verbal intelligence ...