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      Indirekte Effekte von Abrufübungen – Intuitiv und doch häufig unterschätzt

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      Unterrichtswissenschaft
      Springer Science and Business Media LLC

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          Zusammenfassung

          Aufgaben, die den Abruf von kürzlich gelernten Inhalten erfordern, können das Erinnern dieser Inhalte erleichtern („Testing Effekt“). Abrufaufgaben können aber auch metakognitive, motivationale und kognitive Auswirkungen haben, die die Effizienz des weiteren Lernens nach dem Abruf beeinflussen. Diese Einflüsse werden als indirekte Effekte der Abrufübungen bezeichnet. Auch wenn diese indirekten Abrufeffekte selten isoliert untersucht wurden, gibt es bereits eine Vielzahl an Erkenntnissen aus verschiedenen Forschungstraditionen, die uns erlauben Rückschlüsse darauf zu ziehen, wie sich Abrufübungen auf das nachfolgende Lernen auswirken und welche Lernziele wie erreicht werden können. In diesem Artikel werden metakognitive, motivationale und lernzielspezifische Effekte zusammengestellt und erläutert, wie diese im Unterricht genutzt werden können. Dabei legen wir besonderes Augenmerk auf bedeutungshaltiges Lernen, das auf Verständnis des Lernstoffes abzielt. In unserer Zusammenstellung wird deutlich, dass es keine ideale Art gibt, indirekte Effekte von Abrufübungen zu nutzen. Je nach Lernzielen und den Eigenschaften der Lernenden sind unterschiedliche Arten der indirekten Abrufübungen zu empfehlen, da unterschiedliche Abrufarten jeweils Schwächen und Stärken in Bezug auf bestimmte Ziele haben. Sowohl Lehrende als auch Lernende sollten um die spezifischen Wirkmechanismen der indirekten Effekte der Abrufübungen wissen, um das eigene Lernverhalten oder das anderer Lernender gezielt optimieren zu können.

          Abstract

          Learning tasks, that require the retrieval of recently learned contents can help remember these contents (testing effect). However, retrieval tasks can also have substantial metacognitive, motivational, and cognitive effects, which determine the efficiency of subsequent learning. These influences on subsequent learning are called indirect effects of retrieval practice. Although indirect effects have rarely been studied in isolation, there is already a large body of research from other research traditions that allows to draw conclusions about how retrieval practice affects subsequent learning. In this article, we compile and explain metacognitive, motivational, and learning goal-specific effects. We emphasize in particular the effects on meaningful learning that aims at understanding. In our overview, it gets clear that there is no single ideal way to exploit indirect effects of retrieval practice. Depending on the targeted learning goals and learner characteristics, different types of indirect retrieval practice are recommendable, as different types of retrieval have different strengths and weaknesses with respect to specific goals. Both teachers and learners should be aware of the specific mechanisms of the different indirect effects evoked by retrieval practice to deliberately optimize learning behavior.

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          Most cited references86

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          The authors describe a constructionist theory that accounts for the knowledge-based inferences that are constructed when readers comprehend narrative text. Readers potentially generate a rich variety of inferences when they construct a referential situation model of what the text is about. The proposed constructionist theory specifies that some, but not all, of this information is constructed under most conditions of comprehension. The distinctive assumptions of the constructionist theory embrace a principle of search (or effort) after meaning. According to this principle, readers attempt to construct a meaning representation that addresses the reader's goals, that is coherent at both local and global levels, and that explains why actions, events, and states are mentioned in the text. This study reviews empirical evidence that addresses this theory and contrasts it with alternative theoretical frameworks.
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            Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects

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              The Power of Testing Memory: Basic Research and Implications for Educational Practice.

              A powerful way of improving one's memory for material is to be tested on that material. Tests enhance later retention more than additional study of the material, even when tests are given without feedback. This surprising phenomenon is called the testing effect, and although it has been studied by cognitive psychologists sporadically over the years, today there is a renewed effort to learn why testing is effective and to apply testing in educational settings. In this article, we selectively review laboratory studies that reveal the power of testing in improving retention and then turn to studies that demonstrate the basic effects in educational settings. We also consider the related concepts of dynamic testing and formative assessment as other means of using tests to improve learning. Finally, we consider some negative consequences of testing that may occur in certain circumstances, though these negative effects are often small and do not cancel out the large positive effects of testing. Frequent testing in the classroom may boost educational achievement at all levels of education.
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                Author and article information

                Contributors
                Journal
                Unterrichtswissenschaft
                Unterrichtswiss
                Springer Science and Business Media LLC
                0340-4099
                2520-873X
                March 2022
                December 23 2021
                March 2022
                : 50
                : 1
                : 75-98
                Article
                10.1007/s42010-021-00140-9
                d73aa82e-f6c5-4eb5-b0fc-d1f7337f11a8
                © 2022

                https://creativecommons.org/licenses/by/4.0

                https://creativecommons.org/licenses/by/4.0

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