Judging credibility: Can spaced lessons help students think more critically online?

Summary Despite the prevalence of the spacing effect in the psychological literature, the impact of lesson timing has not yet been fully explored in real classrooms. The current study examined whether spacing could improve long‐term retention of both factual and critical thinking curriculum‐based te...

Full description

Saved in:
Bibliographic Details
Published in:Applied cognitive psychology 2019-11, Vol.33 (6), p.1032-1043
Main Authors: Foot‐Seymour, Vanessa, Foot, June, Wiseheart, Melody
Format: Article
Language:English
Subjects:
classroom
Classrooms
Credibility
Critical Thinking
Curricula
distributed practice
Educational materials
Electronic Learning
Elementary School Students
higher‐level thinking
Retention (Psychology)
Spacing
spacing effect
Students
Teaching
Time Factors (Learning)
Web Sites
Websites
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Summary Despite the prevalence of the spacing effect in the psychological literature, the impact of lesson timing has not yet been fully explored in real classrooms. The current study examined whether spacing could improve long‐term retention of both factual and critical thinking curriculum‐based teaching materials for children. Students 9 to 12 years old were taught to judge the credibility of websites in either three consecutive days of lessons or one lesson per week. Thirty‐five days after the final lesson, students were tested on factual knowledge and applied their knowledge to evaluating a new website. Students in the spaced condition remembered more facts from the lessons and were better able to explain their website ratings than students in the massed group.
ISSN:0888-4080
1099-0720
DOI:10.1002/acp.3539