מפגש 3 2017א לאתר

2. Dunlosky et al. 2013
Improving Students’ Learning With
Effective Learning Techniques:
Promising Directions From Cognitive
and Educational Psychology

3. )Dunlosky et al., 2013(
•10
•
•EI

4. )Dunlosky et al., 2013(
•4

5. 10)Dunlosky et al., 2013(
Elaborative Interrogation (EI( 1
Self-explanation 2
Summarization 3
Highlighting / Underlining 4
Keyword Mnemonic 5

6. 10)Dunlosky et al., 2013(
Imagery for text 6
Rereading 7
Practice testing 8
Distributed practice 9
Interleaved practice 10

7. 1.Elaborative Interrogation
(EI
•
•
•EI
•1
•2
•

9. 1.
EI
2..

10. 2.Self-explanation
•

11. EI
•EI
•
o
o

12. 1.EI.

13. 3.Summarization
•

14. 1..
2.
3..
]2+3

16. •.
•
•

17. •.
•

18. 4.Highlighting / Underlining
•

19. 1.The Isolation Effect:
•

20. 2.:
•

21. •
a.
b.
•

22. 5.Keyword mnemonic
•.
oGusanoworm(
o:goose
o

23. 1.
2.
3.

24. 6.Imagery for text
•

25. 1.
2.
3.

26. 7.Rereading
•
•

27. 1.)the quantitative hypothesis
2.)the qualitative hypothesis

28. •

29. 8.Practice testing
•
•
•

30. Spitzer, 1939:

31. 1.)direct effects:(
2.)mediated effects:(

32. 1.

33. •
•
•
•

34. 2.

35. 9.Distributed practice
•)spaced vs. massed practice(
•

36. 6
Bahrick, 1979

37. 1.
2.

38. 10.Interleaved practice
•
•A(B(C(.

39. Fig. 13. Percentage of correct responses on sets of problems completed in practice
sessions and on a delayed criterion test in Rohrer and Taylor (2007).

40. 1.

41. 2.
.
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