Abstract
Material re-exposure (e.g., re-reading) is a popular mnemonic strategy, however, its utility has been questioned. We extend research on re-reading to re-watching - an emerging mnemonic technique given the increased use of recorded lectures today (e.g., in online courses). Consistent with findings from recent investigations of re-reading, there were no benefits of massed re-watching on memory for lecture material and re-watching increased rates of mind wandering. We discuss implications for understanding the cognitive consequences of re-exposure-based mnemonics.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 297-305 |
| Number of pages | 9 |
| Journal | Experimental Psychology |
| Volume | 65 |
| Issue number | 5 |
| DOIs | |
| State | Published - 2018 |
| Externally published | Yes |
Bibliographical note
Publisher Copyright:© 2018 Hogrefe Publishing.
Keywords
- education
- learning
- mind wandering
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