The effects of different review opportunities on schematisation of knowledge

Recent research suggests that early in learning, students primarily use episodic memory when recalling information, but as learning develops and schematisation occurs, students’ knowledge is likely to be dominated by semantic memory. This shift has been examined through student’s memory awareness; ‘...

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Bibliographic Details
Published in:Learning and instruction 2003, Vol.13 (1), p.73-92
Main Authors: Herbert, Debra M.B, Burt, Jennifer S
Format: Article
Language:English
Subjects:
Cognitive processes
Higher education
Learning processes
Memory
Memory awareness
Review (Reexamination)
Schemata (Cognition)
Schematisation
Student learning
Tests
University students
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Summary:Recent research suggests that early in learning, students primarily use episodic memory when recalling information, but as learning develops and schematisation occurs, students’ knowledge is likely to be dominated by semantic memory. This shift has been examined through student’s memory awareness; ‘remembering’ is linked to episodic memory and ‘knowing’ is linked to semantic memory. This paper explores the effect of different review opportunities on students’ memory awareness and schematisation, and reports on findings that indicate students are more likely to shift from ‘remembering’ to ‘knowing’ if they have the opportunity to review the learning material, but regularly and in different formats.
ISSN:0959-4752
1873-3263
DOI:10.1016/S0959-4752(01)00038-X