자료유형  

 학위논문

Control Number  

0016933188

International Standard Book Number  

9798379637347

Dewey Decimal Classification Number  

153

Main Entry-Personal Name  

Giebl, Saskia.

Publication, Distribution, etc. (Imprint  

[S.l.] : University of California, Los Angeles., 2023

Publication, Distribution, etc. (Imprint  

Ann Arbor : ProQuest Dissertations & Theses, 2023

Physical Description  

1 online resource(131 p.)

General Note  

Source: Dissertations Abstracts International, Volume: 84-12, Section: A.

General Note  

Advisor: Bjork, Robert A.;Bjork, Elizabeth Ligon.

Dissertation Note  

Thesis (Ph.D.)--University of California, Los Angeles, 2023.

Restrictions on Access Note  

This item must not be sold to any third party vendors.

Summary, Etc.  

요약The internet has revolutionized how we access information, allowing us not only to find new knowledge, but also to retrieve information that we may already have stored in our memory but does not readily come to mind. As a consequence, we are vulnerable to googling before even trying to retrieve such information (e.g., Storm et al., 2017; Sparrow et al., 2011), thus bypassing the benefits of "retrieval as a memory modifier" (Bjork, 1975): that is, making the recalled information more memorable in the future. Googling before thinking can have metacognitive costs as well, such as impairing judgments as to whether information will be recallable if needed in the future. In addition, even a failed attempt to retrieve yet-to-be-learned information can potentiate learning, versus simply being presented with that information, typically referred to as the pretesting effect (e.g., Grimaldi & Karpicke, 2012; Kornell, Hays & Bjork, 2009; Little & Bjork, 2016). To investigate the potential benefits of pretesting with the internet, I examined whether an attempt to guess the answer to a question or problem before using the internet to find the solution (aka thinking-before-googling) can make the subsequently googled information more memorable compared to simply googling the answer right-away. Additionally, I wondered as to whether thinking about yet-to-be-learned information can also strengthen the memory for relevant information learned prior to the Google search. (Chapter 2 & 3). Furthermore, I explored ways to enhance the attractiveness of engaging thinking-before-googling attempts without reducing its efficacy (Chapter 4). Overall, attempting to think, before consulting the internet, about a question or a solution to a problem promotes better memory for searched-for information found on the internet as well as relevant information learned prior to the Google search. Furthermore, the findings indicate that the idea of hint support may result in a higher self-reported willingness to engage in thinking-before googling attempts, without compromising the benefits of pretesting in the context of internet based learning. Taken together, these findings have implications for how one could use the internet as a more effective tool for learning.

Subject Added Entry-Topical Term  

Cognitive psychology.

Subject Added Entry-Topical Term  

Psychology.

Subject Added Entry-Topical Term  

Web studies.

Index Term-Uncontrolled  

Benefit of pretesting

Index Term-Uncontrolled  

Education

Index Term-Uncontrolled  

Google search

Index Term-Uncontrolled  

Learning from the internet

Index Term-Uncontrolled  

Memory

Index Term-Uncontrolled  

Metacognition

Added Entry-Corporate Name  

University of California, Los Angeles Psychology 0780

Host Item Entry  

Dissertations Abstracts International. 84-12A.

Host Item Entry  

Dissertation Abstract International

Electronic Location and Access  

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Control Number  

joongbu:639439