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Direct linkRadvansky, Gabriel A.; Doolen, Abigail C.; Pettijohn, Kyle A.; Ritchey, Maureen – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2022
The forgetting curve is one of the most well known and established findings in memory research. Knowing the pattern of memory change over time can provide insight into underlying cognitive mechanisms. The default understanding is that forgetting follows a continuous, negatively accelerating function, such as a power function. We show that this…
Descriptors: Memory, Retention (Psychology), Short Term Memory, Long Term Memory
Eduardo Melguizo-Ibáñez; Pilar Puertas-Molero; Gabriel González Valero; José Manuel Alonso-Vargas – Quest, 2025
This study aims to study the effect of active breaks on different executive functions regarding the intervention and the session length. A systematic review from January to April 2024 was conducted. The search was carried out in the Web of Science, Scopus, PubMed, Eric, and PsycINFO databases. Active breaks are effective in promoting the…
Descriptors: Recess Breaks, Executive Function, Inhibition, Attention
Sara Cadavid; María Camila Cortés-Albornoz; Ana-María Gómez-Carvajal; Santiago David Mendoza-Ayús; Karlos Luna; María Daniela Olaya Galindo; Alberto Vélez-Van-Meerbeke; Claudia Talero-Gutiérrez – European Journal of Psychology of Education, 2025
It is critical to promote solid and long-lasting learning techniques in children and adolescents worldwide, including the most underprivileged ones, to improve various aspects of life. Consequentially, research should identify learning techniques that are beneficial for school-age children and that could be easy and inexpensive to apply in…
Descriptors: Teaching Methods, Classroom Techniques, Memory, Children
Vladimir M. Sloutsky; Robby Ralston; Brandon M. Turner; Simona Ghetti – Child Development Perspectives, 2025
From the earliest moments in their lives, infants begin to build memories about their past and accumulate knowledge about the world. In this article, we focus on the distinction between memory for "specific" events and memory for "general" information, and the ongoing debate about which type of memory provides the foundation…
Descriptors: Memory, Cognitive Development, Mnemonics, Infants
Julia Carbone; Susanne Diekelmann – npj Science of Learning, 2024
Targeted Memory Reactivation (TMR) is a noninvasive tool to manipulate memory consolidation during sleep. TMR builds on the brain's natural processes of memory reactivation during sleep and aims to facilitate or bias these processes in a certain direction. The basis of this technique is the association of learning content with sensory cues, such…
Descriptors: Memory, Sleep, Neurological Organization, Brain
Baldassari, Mario J.; Moore, Kara N.; Hyman, Ira E., Jr.; Hope, Lorraine; Mah, Eric Y.; Lindsay, D. Stephen; Mansour, Jamal; Saraiva, Renan; Horry, Ruth; Rath, Hannah; Kelly, Lauren; Jones, Rosie; Vale, Shannan; Lawson, Bethany; Pedretti, Josh; Palma, Tomás A.; Cruz, Francisco; Quarenta, Joana; Van der Cruyssen, Ine; Mileva, Mila; Allen, Jessica; Jeye, Brittany; Wiechert, Sara – Cognitive Research: Principles and Implications, 2023
Research on eyewitness identification often involves exposing participants to a simulated crime and later testing memory using a lineup. We conducted a systematic review showing that pre-event instructions, instructions given before event exposure, are rarely reported and those that are reported vary in the extent to which they warn participants…
Descriptors: Memory, Audiences, Attention, Observation
Freda Jia Xin Jong; Alvin Lai Oon Ng; Cheng Kar Phang; Safa Omran; Siew Li Teoh – Applied Cognitive Psychology, 2025
Mindfulness-based interventions (MBIs) are secular trainings shown to enhance cognitive function, but their effectiveness among tertiary students has not been critically evaluated. This review synthesized evidence from randomized controlled trials on the impact of MBIs on cognitive improvement in tertiary students. Databases including Medline and…
Descriptors: Metacognition, Intervention, College Students, Cognitive Ability
Ewan Murray; Aidan J. Horner; Silke M. Göbel – Educational Psychology Review, 2025
Spaced retrieval practice harnesses two well-studied phenomena: the spacing effect, where spacing out practice over several sessions leads to a gain in retention compared to massed practice in one session; and the testing effect, where material that is tested is better retained than material that is restudied. This meta-analysis investigates if,…
Descriptors: Meta Analysis, Mathematics Instruction, Instructional Effectiveness, Information Retrieval
Laurence B. Leonard; Patricia Deevy; Justin B. Kueser – Autism & Developmental Language Impairments, 2024
Background and aims: Current evidence shows that children with developmental language disorder (DLD) benefit from spaced retrieval during word learning activities. Word recall is quite good relative to recall with alternative word learning procedures. However, recall on an absolute basis can be improved further; many studies report that fewer than…
Descriptors: Developmental Disabilities, Language Impairments, Children, Memory
Yin, Yue; Shanks, David R.; Li, Baike; Fan, Tian; Hu, Xiao; Yang, Chunliang; Luo, Liang – Metacognition and Learning, 2023
Emotional information pervades experiences in daily life. Numerous studies have established that emotional materials and information are easier to remember than neutral ones, a phenomenon known as the emotional salience effect on memory. In recent years, an emerging body of research has begun to explore the effect of emotion on metamemory.…
Descriptors: Psychological Patterns, Emotional Response, Emotional Experience, Learning
Yadi Yu; Wenbo Zhao; Anran Li; David R. Shanks; Xiao Hu; Liang Luo; Chunliang Yang – Educational Psychology Review, 2025
Retrieval practice is well-established as a powerful tool for reinforcing long-term learning. Most previous research has concentrated on the effectiveness of overt retrieval, involving recalling information from memory and generating overt responses by writing, typing, or speaking aloud the retrieved information. Here we ask whether covert…
Descriptors: Recall (Psychology), Cognitive Processes, Learning Strategies, Meta Analysis
Belia, Margherita; Keren-Portnoy, Tamar; Vihman, Marilyn – Language Learning, 2023
This systematic review surveyed research on the associations between sleep and the memory processes involved in word learning in infancy. We found only 16 studies that addressed this topic directly, identifying associations between infant sleep and the memory processes, the identification of word forms in running speech, and the stabilization and…
Descriptors: Sleep, Memory, Word Recognition, Infants
Vahe Permzadian; Kit W. Cho – Teaching in Higher Education, 2025
When administering an in-class exam, a common decision that confronts every instructor is whether the exam format should be closed book or open book. The present review synthesizes research examining the effect of administering closed-book or open-book assessments on long-term learning. Although the overall effect of assessment format on learning…
Descriptors: College Students, Tests, Test Format, Long Term Memory
Evgenia-Peristera Kouki; Antriani Tsagkaraki; George C. Spanoudis; Timothy C. Papadopoulos – Applied Cognitive Psychology, 2025
Research on neurodevelopmental disorders (NDDs) has led us to refine our theoretical and methodological approaches. We explore whether new deficit clusters in line with the Research Domain Criteria, a novel multifactorial framework, optimally explain known conditions such as ADHD, DLD, or SLD in reading. Following the PRISMA guidelines for…
Descriptors: Learning Disabilities, Neurodevelopmental Disorders, Attention Deficit Hyperactivity Disorder, Developmental Disabilities
Christine C. A. van Nooijen; Bjorn B. de Koning; Wichor M. Bramer; Anna Isahakyan; Maryam Asoodar; Ellen Kok; Jeroen J. G. van Merrienboer; Fred Paas – Educational Psychology Review, 2024
Visual problem-solving is an essential skill for professionals in various visual domains. Novices in these domains acquire such skills through interactions with experts (e.g., apprenticeships). Experts guide novice visual problem-solving with scaffolding behaviours. However, there is little consensus about the description and classification of…
Descriptors: Cognitive Processes, Difficulty Level, Expertise, Novices
