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The role of prior knowledge and need for cognition for the effectiveness of interleaved and blocked practice - European Journal of Psychology of Education Interleaved practice combined with comparison prompts can better foster students’ adaptive use of subtraction strategies compared to blocked practice. It has not been previously investigated whether a...

Lea Nemeth' & Frank Lipowsky's recent study on interleaved vs. blocked practice dynamics and the role of prior knowledge and cognitive need with 236 German third graders showed that interleaved practice improved adaptive subtraction strategies.📖🔢 #DFGResearchGroup, #FOR5254 Read more here:

Nachwuchspreis der Fachgruppe Pädagogische Psychologie der Deutschen Gesellschaft für Psychologie (DGPs) für Marina Klimovich

🏆👏Congratulations to Marina Klimovich for winning the DGPs Young Talent Award for her outstanding work on metacognitive training and mindless reading!
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Text Generation Benefits Learning: a Meta-Analytic Review - Educational Psychology Review Learning can be made more efficient when learners generate the to-be-learned text contents instead of passively receiving them. A multi-level meta-analysis was conducted to provide an overall estimate...

📕How to enhance text learning? Julia Schindler’ and Tobias Richter’s recent multi-level meta-analysis in Educational Psychology Review showed that
generation interventions outperform passive reading (Hedges’ g = .41). #DFGResearchGroup, #FOR5254
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Julia Glaser and Tobias Richter demonstrated the testing effect in the lecture hall, using authentic learning materials for all students📚. The study shows a robust testing effect that improves retention across different learner characteristics. #DFGResearchGroup
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