2026-05-30T23:43:42Z https://datacatalogue.cessda.eu/oai-pmh/v0/oai

4629e26de6af3dfaf0c9db5c72c22736028ae35f6bfdd142a6b96899a94836ec 2025-06-23T01:09:37Z language:enopenaire_data

The role of retrieval type and feedback in test-potentiated new learning The role of retrieval type and feedback in test-potentiated new learning doi:10.23669/JVNVNR Vlašiček, Denis Pavlić, Matej Ivanec, Dragutin 2019 KK.01.2.1.01.0009. CROSSDA Social Sciencestest-potentiated new learninginterpolated activitytest feedbacksemantic retrievalepisodic retrieval PSYCHOLOGY This study explored the effects of episodic and semantic retrieval, and feedback presentation, on learning of new complex material. Participants read a text divided into three parts, between which they engaged in (i) content-related (episodic retrieval) or (ii) general-knowledge testing (semantic retrieval), or (iii) reread the previous part. Participants in the two retrieval conditions were randomly assigned to either receive or not to receive feedback on their interpolated test achievement. Learning was measured through multiple choice questions whose distractors were designed specifically to enable capturing proactive interference. 2019-02-112019-02-27 individual cognitively healthy young adults (18+) experimental data The citation for this study is: Vlašiček, D., Pavlić, M., & Ivanec, D. (2019). The role of retrieval type and feedback in test-potentiated new learning [data file]. Zagreb: Croatian Data Archive. http://doi.org/10.23669/JVNVNR https://data.crossda.hr/oai doi:10.23669/JVNVNR 2024-07-18T02:00:01Z ddi:codebook:2_5