This line of work is also directed toward understanding the mechanisms behind metacognitive awareness of learning. Additional research is targeted towards understanding the role of an individual preparing to teach on that individual’s subsequent learning and test performance. Studies have also looked at the effectiveness of similar choices used in multiple choice tests for future test performance as well as the act of generating items when they are presented with missing letters. An interleaving schedule used during the presentation of a painting matched with the name of the artist has been shown to lead to better performance on later recognition tests when compared with a massing presentation schedule in which each painting and artist name was presented back-to-back, with one presentation immediately followed by the next presentation of a different painting by the same artist (Kornell & Bjork, 2008). Interleaving occurs when a to-be-learned target item is initially presented and followed by different to-be-learned items prior to the target’s subsequent presentations.
The overlying theme of “desirable difficulties,” first introduced by Robert Bjork (1994), is also explored through manipulations in the spacing of learning events and the study schedule produced by interleaving various to-be-learned items, such as English-Swahili translated word pairs or prose materials. Applying tests in order to enhance learning and determining the desirable amount and timing of feedback regarding an individual’s memory performance are methods that are currently under investigation. Studies address issues of transfer-appropriate and material-appropriate processing between encoding and retrieval. The primary goal of this research is to promote learning and memory performance within educational contexts through the investigation of principles in cognitive psychology. Applying Cognitive Psychology to Enhance Educational Practice
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