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Rehearsal (educational psychology)
Rehearsal in educational psychology refers to the "cognitive process in which information is repeated over and over as a possible way of learning and remembering it".〔Ormrod, Jeanne Ellis, Essentials of Educational Psychology, page 27,(Pearson Education Inc., 2009)〕
A person can do this by saying aloud or thinking of material repeatably until it becomes a part of the working memory. However the material may fade from the working memory quickly. This is a common form of rote 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.〔The American Heritage® Medical Dictionary Copyright © 2007, 2004 by Houghton Mifflin Company. Published by Houghton Mifflin Company.〕 However, the material may register eventually and take large amounts of time and hard work. Rehearsal is viewed in educational psychology as an ineffective way of getting information to the long-term memory.
==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.〔Weinstein & Mayer, 1986 C.E Weinstein and R.E Mayer, The teaching of learning strategies, M Wittrock, Editor, Handbook of research on teaching, Macmillan, New York (1986), pp. 315–327. | View Record in Scopus | | Cited By in Scopus (3)〕〔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〕
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