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Testbaserat lärande: Effekter av arbetsminne och episodiskt minne
Umeå University, Faculty of Social Sciences, Department of Psychology.
2019 (Swedish)Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
Abstract [sv]

Under de senaste åren har intresset för test baserat lärande ökat och det förekommer evidensatt detta fenomen fungerar inom flera områden som bland annat test format, personligaegenskaper samt återkoppling från ett test. En aspekt som det däremot finns få studier av ärtestbaserat lärande i relation till individuella skillnader i kognition. Den föreliggande studienfokuserar därför på individuella skillnader avseende arbetsminneskapacitet och episodisktminne och dess effekter på ihågkomst av svenska-swahili-ordpar. I studien ingick 163gymnasieelever, varav 82 var flickor och 81 var pojkar med en medelålder om 17.10 år.Multipla regressionsanalyser undersökte deltagarnas förmåga att minnas 60 svenska-swahiliordparfyra veckor efter inlärningsperioden. Analysen visade att både arbetsminneskapacitetoch episodiskt minne predicerar långtidsretention för studerade ordpar. För testbaserat lärandevar det endast det episodiska minnet som signifikant predicerade retentionen. Studien indikeraratt det episodiska minnet, är centralt både för att studera ordpar och att lära in ordpar genomtestbaserat lärande. Däremot är det enbart arbetsminnet som har betydelse för att lära sig ordparvia att studera ordparen.

Abstract [en]

During the last years, the interest for test-enhanced learning have increased and robust evidenceconcerning test format, personal characteristics and feedback have been obtained. However,few studies have examined test-enhanced learning in relation to cognition. The present studytherefore focused on examine the individual differences in working memory capacity and theepisodic memory and the effects of those on recall of Swedish- Swahili word pairs. The studyincluded 163 students whereof 82 girls were and 81 were boys, with a mean age of 17.10 years.Multiple regressions investigated whether the participated could correctly recall 60 Swedish-Swahili word pairs four weeks after the learning session. The analysis showed that both theepisodic memory and working memory capacity predicted long-term retention for studied wordpairs. For test based learning only the episodic memory had a significant prediction for longterm retention. The study indicate that the episodic memory is central both for learning throughstudy and learning through test-enhanced learning. While working memory was important onlylearning through study.

Place, publisher, year, edition, pages
2019. , p. 12
Keywords [en]
Test based learning, Testing effect, individual differences, cognition, working memory capacity, episodic memory
Keywords [sv]
Testbaserat lärande, testeffekten, individuella skillnader, kognition, episodiskt minne, arbetsminneskapacitet
National Category
Psychology
Identifiers
URN: urn:nbn:se:umu:diva-160190OAI: oai:DiVA.org:umu-160190DiVA, id: diva2:1324969
Subject / course
Examensarbete i psykologi
Supervisors
Examiners
Available from: 2019-06-14 Created: 2019-06-14 Last updated: 2019-06-14Bibliographically approved

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Magisteruppsats Morgan Lantz(154 kB)17 downloads
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