Evidence and theory for why the best example-problem ratio to optimize learning gain depends on knowledge content

Abstract excerpt

<p>Many experiments have demonstrated that more practice testing and less studying of examples produces better learning whereas other experiments show the opposite, that more example study and less practice produces better learning. We present empirical and computational evidence that resolves and explains this apparent inconsistency. We show how a practice testing instructional treatment supports memory learning...

Topics

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• Brain Mapping
• Corpus Striatum
• Learning
• Models, Neurological
• Probability
• Psychomotor Performance
• Reaction Time
• Tomography, Emission-Computed

Identifiers and source

Literature Corpus work

f2cb960e-df75-514d-80ab-b2d5d7fe7916

DOI

10.31234/osf.io/eyxfw