Effects on Memory of Early Testing and Accuracy Assessment for Central and Contextual Content.

Wasserman, Jessica S; Polack, Cody W; Casado, Crystal; Brune, Maïte; El Haj, Mohamad; Miller, Ralph R

Wasserman, Jessica S; Polack, Cody W; Casado, Crystal; Brune, Maïte; El Haj, Mohamad; Miller, Ralph R.

Afiliação

Wasserman JS; State University of New York at Binghamton (USA).
Polack CW; State University of New York at Binghamton (USA).
Casado C; State University of New York at Binghamton (USA).
Brune M; State University of New York at Binghamton (USA).
El Haj M; Univ. Lille, EA 4072 - PSITEC - Psychologie: Interactions, Temps, Emotions, Cognition, F-59000 Lille (France).
Miller RR; Nantes Université, Univ Angers, Laboratoire de Psychologie des Pays de la Loire (LPPL - EA 4638), F-44000 Nantes, France.

J Cogn Psychol (Hove) ; 32(7): 598-614, 2020.

Article em En | MEDLINE | ID: mdl-33101646

Palavras-chave

central information; context; peripheral information; preventing forgetting; repeated testing

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Texto completo: 1 Coleções: 01-internacional Base de dados: MEDLINE Idioma: En Revista: J Cogn Psychol (Hove) Ano de publicação: 2020 Tipo de documento: Article País de publicação: Reino Unido

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