Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/21696
Title: 
Authors: 
Supervisor: 
Chen, Ouhao
Keywords: 
Cognitive load theory
Isolated-element effect
Working memory resources depletion effect
Delayed test
Immediate test
Issue Date: 
2019
Citation: 
Yeo, S. Y. (2019). Working memory resources depletion can explain why delayed testing is superior to immediate testing. Unpublished manuscript, National Institute of Education, Nanyang Technological University, Singapore.
Abstract: 
Cognitive load theory (CLT) predicts that working memory will be less taxed by presenting learning elements in an isolated format first and later integrating them for a complete understanding of the task, in comparison to presenting them integrated from the start. In addition, CLT has recently adopted the idea of working memory resource depletion, which means that working memory resources can be depleted by mental work and replenished by mental rest. In this experiment, we combined the isolated-elements and resource depletion effects to investigate the hypothesis that delayed testing would be superior to immediate testing on a math task for primary students. Results only revealed higher performance on the delayed test than on the immediate test.
URI: 
Appears in Collections:Educational Research AY2017/2018

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