How to foster learning by limiting the response speed

Casadevante, Cristina; Ortner, Tuulia M.; Romero, Miriam; Hernández, José Manuel; Santacreu, José

doi:10.1007/s12144-021-01784-7

Cited by 4 publications

(1 citation statement)

References 47 publications

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“…In addition, subtests of the WebCNP and the RCFT yield both accuracy and response time scores as measures of cognitive function over time. Within the NCANDA sample, alcohol use has been associated with changes in both accuracy and response time scores, with longitudinal changes in response time thought to reflect how efficiently participants perform tasks within each cognitive domain, or their ability to learn the task over time (73,90,91). Given that the current analyses focused on accuracy scores, future studies should consider both changes in accuracy and response time for each task to compare which metric best captures development of cognitive abilities in each domain since tasks may differ in the degree to which they are mediated by processing speed.…”

Section: Limitations and Future Directionsmentioning

confidence: 99%

A Longitudinal Examination of Alcohol-Related Blackouts as a Predictor of Changes in Learning, Memory, and Executive Function in Adolescents

et al. 2022

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IntroductionIn adolescents, the relationship between alcohol-related blackouts (ARBs) and distinct cognitive changes lasting beyond intoxication is unclear. We examined ARBs as a predictor of persistent changes in the development of learning, memory, and executive function in participants from the National Consortium on Alcohol and Neurodevelopment in Adolescence (NCANDA) study.MethodsDescriptive analyses of the NCANDA sample (N = 831, 50.9% female, 12–21 years at baseline) identified ARB patterns within participants with an ARB history (n = 106). Latent growth curve modeling evaluated ARB-related performance changes on four neuropsychological measures across five years, excluding baseline data to reduce the magnitude of practice effects over time (n = 790). Measures included the Penn Conditional Exclusion Test (PCET), Penn Letter N-back Test (PLBT), Penn Facial Memory Test immediate (PFMTi), and delayed (PFMTd) recognition trials, and the Rey Complex Figure Test copy (RCFTc), immediate recall (RCFTi), and delayed recall (RCFTd) trials. Multivariate models were fit for raw accuracy scores from each measure, with ARB history (i.e., presence of past-year ARBs) as the main independent variable. Age, sex, race, socioeconomic status, assessment site, and alcohol use (i.e., past-year frequency) were included as covariates. Interaction effects between ARB history and alcohol use frequency were tested.ResultsBy year five, 16% of participants had experienced at least one ARB (59% of whom reported > 1 ARB and 57% of whom had an ARB lasting > 1 h). After controlling for demographics and alcohol use, ARB history predicted attenuated PFMTd performance growth at year one. Interaction effects between ARB history and alcohol use frequency predicted attenuated PFMTd performance growth at years one and two. ARB history predicted attenuated RCFTi and RCFTd performance growth by year four, but not PCET or PLBT performance over time. By contrast, greater past-year alcohol use predicted attenuated PFMTi and PFMTd performance growth between years two and four in adolescents without an ARB history.ConclusionWe found that ARBs predict distinct, lasting changes in learning and memory for visual information, with results suggesting that the developing brain is vulnerable to ARBs during adolescence and emerging adulthood.

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Section: Limitations and Future Directionsmentioning

confidence: 99%

A Longitudinal Examination of Alcohol-Related Blackouts as a Predictor of Changes in Learning, Memory, and Executive Function in Adolescents

et al. 2022

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Regulating Response Speed Promotes Associative Learning

Casadevante,

Romero,

Fernández-Marcos

et al. 2023

Eur J Psychol Educ

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Let Learners Monitor the Learning Content and Their Learning Behavior! A Meta-analysis on the Effectiveness of Tools to Foster Monitoring

Dignath

Ewijk²,

Perels

et al. 2023

Educ Psychol Rev

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Self-monitoring is an integral part of self-regulated learning. Tools that foster learners’ monitoring, such as learning journals, portfolios, or rubrics, are supposed to promote self-regulation and to improve performance. The aim of this meta-analysis was to examine the effectiveness of tools designed to foster monitoring on learning-related variables (academic achievement, self-regulated learning, and motivation). As these tools vary greatly in their design and the addressed components, this meta-analysis aims to uncover how such tools should be implemented to foster monitoring most effectively. The results of this meta-analysis, integrating 109 effect sizes with 3492 participants from 32 intervention studies, supported a reactivity effect by revealing a moderate effect size on academic achievement (d = 0.42), and low effects on self-regulated learning (d = 0.19) and motivation (d = 0.17). These effects were moderated by characteristics of the tool and their implementation. Effect sizes were highest for tools that (1) focused on the monitoring of both learning content as well as learning behavior, (2) stimulated metacognitive monitoring, and (3) were implemented in shorter studies. On a descriptive level, higher effects were found in favor of monitoring interventions that included teacher feedback on self-monitoring entries and allowed learners to directly revise their work based on this feedback. The findings show that there is substantial variation across tools, which yield theoretical and methodological implications on how to foster monitoring as important parts of the self-regulation cycle.

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How to foster learning by limiting the response speed

Abstract: https://repositorio.uam.es Esta es la versión de autor del artículo publicado en: This is an author produced version of a paper published in:

Cited by 4 publications

References 47 publications

A Longitudinal Examination of Alcohol-Related Blackouts as a Predictor of Changes in Learning, Memory, and Executive Function in Adolescents

A Longitudinal Examination of Alcohol-Related Blackouts as a Predictor of Changes in Learning, Memory, and Executive Function in Adolescents

Regulating Response Speed Promotes Associative Learning

Let Learners Monitor the Learning Content and Their Learning Behavior! A Meta-analysis on the Effectiveness of Tools to Foster Monitoring

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