The classroom as learning context: Changing rooms affects performance

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Abstract

Studied the role of the classroom as a context that can affect memory, using a multiple time-series design. Two classes of 25 undergraduates each were given weekly quizzes in their regular classroom over a baseline period, were moved to a different room on separate target weeks, and finally were returned to their classroom. Moving had a significant deleterious effect, particularly on students doing well in the course. (8 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved)

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