Both normal classroom use and research typically confound crib card construction with crib card use, making it unclear whether students benefit from the process of creating crib cards. We compared the effect of self-constructed and other-constructed crib cards (written by a student research assistant) on undergraduates' (N = 32) multiple-choice exam performance. Performance was better with other-constructed cards than with self-constructed cards. Crib card construction did not facilitate student learning, nor did the use of self-constructed crib cards enhance exam performance.
|Original language||English (US)|
|Number of pages||2|
|Journal||Teaching of Psychology|
|State||Published - 2006|
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