| Budget Amount *help |
¥4,100,000 (Direct Cost: ¥4,100,000)
Fiscal Year 2004: ¥1,200,000 (Direct Cost: ¥1,200,000)
Fiscal Year 2003: ¥1,500,000 (Direct Cost: ¥1,500,000)
Fiscal Year 2002: ¥1,400,000 (Direct Cost: ¥1,400,000)
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| Research Abstract |
In 2002, Mizuno (2003a, 2004a) proved by interdisciplinary approach that the activation-amount theory (Mizuno, 1996-2001), which argues that size of spacing effects are determined by the activation amount of memory at relearning, could predict and explain the difference of probabilities of recall caused by repeating orthographic;, phonological, and semantic processing more precisely than the levels of processing theory. She also clarified the 1) theoretical possibility (Mizuno, 2002a), 2) evenness of effect (Mizuno, 2002b), 3) durability of effect (Mizuno, 2002c), and 4) motivating effect (Mizuno, 2002d, e) of a learning method derived from the activation-amount theory, named the Modified Low-First Method.
In 2003, Mizuno (2003b, c) proved that the activation-amount theory could also predict the probabilities of recall caused by the repetition of different kinds of processing in different orders more precisely than the levels of processing theory, and verified the superiority of the act
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ivation-amount theory. Then, Mizuno (2003d, e, 2004b) devised a multimedia feedback which facilitates learners' metacognitive activities, proved its efficacy experimentally by adding it to a CAI system, and Mizuno (2003f) advocated the advantage of applying this system to e-learning in an international conference for advanced e-learning.
In 2004, Mizuno (2004c, d) confirmed that the activation-amount theory could predict and explain the probabilities of recall under some different conditions of repetitions from those in 2003. Mizuno (2004e, 2005a) proved that it could also predict and explain precisely the probabilities of recall caused by maintenance and elaborative rehearsals, and indicated the validity of the activation-amount theory as a comprehensive theory of the mechanism of memory facilitation. Then Mizuno (2004f, 2005b) demonstrated in a practical educational context the effectiveness, efficiency, and learners' high evaluations of the Modified Low-First CAI systems for various materials, and completed an e-learning system which deserves practical use in educational fields. Less
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