Delayed, but not immediate, feedback after multiple-choice questions increases performance on a subsequent short-answer, but not multiple-choice, exam: Evidence for the dual-process theory of memory

Journal of General Psychology

Volumn 142, Issue 2, 2015, Pages 118-134

  Sinha, Neha ^a   Glass, Arnold Lewis ^a  

^a RUTGERS UNIVERSITY   (United States)

Author keywords

learning; memory; teaching and psychology

Indexed keywords

ACHIEVEMENT; ADAPTIVE BEHAVIOR; ADOLESCENT; ADULT; EDUCATION; FEMALE; HUMAN; LEARNING; LONG TERM MEMORY; MALE; MEMORY; PHYSIOLOGY; YOUNG ADULT;

ACHIEVEMENT; ADOLESCENT; ADULT; EDUCATIONAL MEASUREMENT; FEEDBACK, PSYCHOLOGICAL; FEMALE; HUMANS; LEARNING; MALE; MEMORY; RETENTION (PSYCHOLOGY); YOUNG ADULT;

EID: 84926482585     PISSN: 00221309     EISSN: 19400888     Source Type: Journal    
DOI: 10.1080/00221309.2015.1024600     Document Type: Article

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