Rehearsal in

educational psychology Educational psychology is the branch of psychology concerned with the scientific study of human learning. The study of learning processes, from both cognitive and behavioral perspectives, allows researchers to understand individual differences in ...

refers to the "cognitive process in which information is repeated over and over as a possible way of learning and remembering it". There are two types of memory rehearsal. The first type is called maintenance rehearsal. A person can do this by saying aloud or thinking of material repeatably until it becomes a part of the

working memory Working memory is a cognitive system with a limited capacity that can hold information temporarily. It is important for reasoning and the guidance of decision-making and behavior. Working memory is often used synonymously with short-term memory, ...

. However, the material may fade from the working memory quickly. An example of this is looking up a phone number but forgetting it before being able to dial it into the phone. This is a common form of

rote learning Rote learning is a memorization technique based on repetition. The method rests on the premise that the recall of repeated material becomes faster the more one repeats it. Some of the alternatives to rote learning include meaningful learning, ...

. Rote learning is learning or memorization by repetition, often without an understanding of the reasoning or relationships involved in the material that is learned. However, the material may register eventually and take large amounts of time and hard work. Maintenance rehearsal is viewed in educational psychology as an ineffective way of getting information to the

long-term memory Long-term memory (LTM) is the stage of the Atkinson–Shiffrin memory model in which informative knowledge is held indefinitely. It is defined in contrast to short-term and working memory, which persist for only about 18 to 30 seconds. Long- ...

. Another type of rehearsal is elaborative rehearsal. This entails connecting new material learned, with already existing long term memories. In this type of rehearsal repetitive tactics are not successful. A strategy such as engaging the brain of the learners in an elaboration exercise will help the memories be more storable and retrievable in the future.

Case study

In the study of "The Effects of Elaboration and Rehearsal on Long-Term Retention of Shape Names by Kindergarteners", the two promising instructional paradigms, elaboration and overt rehearsal were put to test. Elaboration strategies include paraphrasing or summarizing the material to be learned, creating analogies, generative note-taking (where the student actually reorganizes and connects ideas in their notes in contrast to passive, linear note-taking), explaining the ideas in the material to be learned to someone else, and question asking and answering.Ronald Gallimore, David J. Lam, Gisela E. Speidel and Roland G. Tharp American Educational Research Journal , Vol. 14, No. 4 (Autumn, 1977), pp. 471-483

References

{{Reflist Educational psychology

Case study

See also

References