Fitzpatrick, Darrafg (2023) Project Q: The Use of Incidental Cues in Digital Flashcard Learning. Bachelor thesis, Psychology.
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Abstract
A goal of digital flashcard learning is that learners form associations between the cue and the answer and thereby learn through the mechanisms of cued retrieval. However, cues are often presented with the same contextual features such as verbal and spatial features. These features may become incidentally associated with the desired response. Using such cues to facilitate a response may reduce the need to deeply process cue information. In this study, the aim was to test whether introducing cue variation by means of spatial and verbal manipulations would be associated with increased response times and knowledge of cue information. Forty-six students participated in a two-block mixed design. Each block consisted of a fifteen-minute digital flashcard learning task followed by a test assessing knowledge of cue information. Results indicated that variations in verbal properties of the cue were associated with increased response time in the learning task. However, there were no differences in response time when cues were manipulated spatially, nor was there any observed benefit of spatial or verbal variability in increasing knowledge of cue information. Despite this, the use of predictive incidentally associated cues was reported by participants. Recommendations are made for further research on the use of incidentally associated cues in digital flashcard tasks.
| Item Type: | Thesis (Bachelor) |
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| Supervisor name: | Rijn, D.H. van |
| Degree programme: | Psychology |
| Differentiation route: | None [Bachelor Psychology] |
| Date Deposited: | 21 Aug 2023 06:52 |
| Last Modified: | 21 Aug 2023 06:52 |
| URI: | http://gmwpublic.studenttheses.ub.rug.nl/id/eprint/2769 |
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