shared by Vicki Davis on 11 Dec 14 - No Cached
shared by Vicki Davis on 10 Dec 14 - No Cached
It was as if those who were denied the same degree of distraction during testing as they experienced during learning suffered a disadvantage.
In the end it didn’t seem to matter what the distraction was during recall as long as subjects had had a distraction during learning. Everybody who had been distracted in both learning and recall performed better than those who were distracted while learning but undistracted during recall.
There just had to be the same degree of distraction at both times.
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Another task is to figure out what might be going on in the brain to allow divided attention to be a boost for recall, rather than a hindrance for learning
shared by Vicki Davis on 11 Nov 14 - No Cached
shared by Vicki Davis on 10 Nov 14 - No Cached