Cognitive load theory describes the mechanisms for the transfer of information from human working memory to long-term memory. This theory posits that increasing the number of interactive elements, such as interconnections, may increase cognitive load. This study investigates the impact of interconnections in concept maps on cognitive load,…

Retrieval practice is known to enhance long-term memory retention, a phenomenon termed as retrieval practice effect. Two experiments (NWhite = 202), showed that the effect was present in preschool age (5-6 years) and had a boundary condition, namely, amount of initial learning. Specifically, there was a considerable effect only when children…

One of the best-known demonstrations of long-term learning through repetition is the Hebb effect: Immediate recall of a memory list repeated amidst nonrepeated lists improves steadily with repetitions. However, previous studies often failed to observe this effect for visuospatial arrays. Souza and Oberauer (2022) showed that the strongest…

The Hebb repetition effect shows improvement in serial recall of repeated lists compared to random nonrepeated lists. Previous research using simple span tasks found that the Hebb repetition effect is limited to constant uninterrupted lists, suggesting chunking as the mechanism of list learning. However, the Hebb repetition effect has been found…

The ability of the brain to extract patterns from the environment and predict future events, known as statistical learning, has been proposed to interact in a competitive manner with prefrontal lobe-related networks and their characteristic cognitive or executive functions. However, it remains unclear whether these cognitive functions also possess…

Our aim in the current study was to examine how different diary methods might impact the results of involuntary memory studies. We compared three different commonly used diary methods, record all memories experienced per day, record up to two memories per day, or record only the first two per day. Results showed that the record-all group had the…

The incubation effect (IE) is a problem-solving phenomenon composed of three phases: pre-incubation where one fails to solve a problem; incubation, a momentary break where time is spent away from the unsolved problem; and post-incubation where the unsolved problem is revisited and solved. Literature on IE was limited to experiments involving…

The Cognitive Load Theory (CLT) aims to foster learning productively under optimal cognitive loads. Students across all ages and stages of learning have limited capacity due to the human brain's functionality. Therefore, an effective learning design allows for knowledge acquisition that will minimize the loading effect on the working memory and…

This study examines the relationship between the habits of young adults in the use of information technologies and the cognitive processes involved in learning. It was found that information technologies have become an irreplaceable part of modern education, offering vast opportunities to access information and resources, thus promoting the…

Teaching practices that are aligned with how students learn improve educational outcomes for all students. Empirical evidence gained over recent decades has provided important new insights about the learning process common to students across learning contexts. These processes explain why some teaching practices are more effective than others. In…

Retrieval-based learning, using tests for content review, frequently proves more effective for knowledge retention compared to alternative methods. Extensive research has explored this with older students, often in contrast to more passive techniques like rereading or note rewriting, typically focusing on vocabulary content, in non-classroom…

Models of self-regulated learning emphasize the active and intentional role of learners and, thereby, focus mainly on conscious processes in working memory and long-term memory. Cognitive load theory supports this view on learning. As a result, both fields of research ignore the potential role of unconscious processes for learning. In this review…

Retrieval is a potent method of learning, with a variety of indirect and direct benefits. The "testing effect" describes the finding that retrieving information enhances long-term retention of that information, relative to restudying. Learners appear to be unaware of this benefit, and in turn, underutilize retrieval. As technology has…

Sleep plays a key role in the consolidation of newly acquired information and skills into long term memory. Children with Down syndrome (DS) and Williams syndrome (WS) frequently experience sleep problems, abnormal sleep architecture, and difficulties with learning; thus, we predicted that children from these clinical populations would demonstrate…

Self-derivation of new factual knowledge through integration of separate episodes of learning is one means by which children build knowledge. Content generated in this manner becomes incorporated into the knowledge base and is retained over time; successful self-derivation predicts academic achievement. Yet the component processes on which…