期刊名称：Psychology Learning and Teaching (PLAT Journal)
印刷版ISSN：1475-7257
出版年度：2021
卷号：20
期号：1
页码：1-20
DOI：10.1177/1475725720976462
语种：English
出版社：Higher Education Academy Psychology Network
摘要：Students and instructors are looking for effective study and instructional strategies that enhance student achievement across a range of content and conditions. The current Special Issue features seven articles and one report, which used varied methodologies to investigate the benefits of practising retrieval and providing feedback for learning. This editorial serves as an introduction and conceptual framework for these papers. Consistent with trends in the broader literature, the research in this Special Issue goes beyond asking whether retrieval practice and feedback enhance learning, but rather, when, for whom, and under what conditions. The first set of articles examined the benefits of retrieval practice compared to restudy (i.e., the testing effect) and various moderators of the testing effect, including participants’ cognitive and personality characteristics (Bertilsson et al., 2021) as well as the timing of the practice test and sleep (Kroneisen Pieper et al., 2021) and positively or negatively valenced feedback (Jones et al., 2021). Finally, the third set of articles to this Special Issue examined practical considerations of implementing both retrieval practice and feedback with educationally relevant materials and contexts. Some of the practical issues examined included when students should search the web to look for answers to practice problems (Giebl et al., 2021), whether review quizzes should be required and contribute to students’ final grades (den Boer et al., 2021), and how digital learning environments should be designed to teach students to use effective study strategies such as retrieval practice (Endres et al., 2021). In short, retrieval and feedback practices are effective and robust tools to enhance learning and teaching, and the papers in the current Special Issue provide insight into ways for students and teachers to implement these strategies.
