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Do Students Effectively Regulate Their Use of Self-Testing as a Function of Item Difficulty?
Retrieval practice is beneficial for both easy-to-learn and difficult-to-learn materials, but scant research has examined students’ use of self-testing for items of varying difficulty. In two experiments, we investigated whether students differentially regulate their use of self-testing for easy and...
| Autores principales: | , , |
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| Formato: | Online Artículo Texto |
| Lenguaje: | English |
| Publicado: |
Springer US
2022
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| Materias: | |
| Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8897551/ https://www.ncbi.nlm.nih.gov/pubmed/35283609 http://dx.doi.org/10.1007/s10648-022-09665-6 |