Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/21696
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dc.contributor.authorYeo, Shu Yuanen
dc.contributor.authorCastro-Alonso, Juan C.-
dc.contributor.authorChen, Ouhao-
dc.contributor.authorPaas, Fred-
dc.date.accessioned2019-11-18T06:42:51Z-
dc.date.available2019-11-18T06:42:51Z-
dc.date.issued2019-
dc.date.submitted2019-
dc.identifier.urihttp://hdl.handle.net/10497/21696-
dc.description.abstractCognitive 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.en
dc.language.isoenen
dc.subjectCognitive load theoryen
dc.subjectIsolated-element effecten
dc.subjectWorking memory resources depletion effecten
dc.subjectDelayed testen
dc.subjectImmediate testen
dc.titleWorking memory resources depletion can explain why delayed testing is superior to immediate testingen
dc.typeUndergraduate Educational Research Paperen
dc.supervisorChen, Ouhao-
item.openairetypeUndergraduate Educational Research Paper-
item.fulltextWith file-
item.cerifentitytypePublications-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.languageiso639-1en-
item.grantfulltextRestricted-
Appears in Collections:Educational Research AY2017/2018
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