Radovan Sikl
Biographic Data
| ID | 5791377 |
|---|---|
| NAME | Radovan Sikl |
| GIVEN NAMES | Radovan |
| FAMILY NAME | Sikl |
| SIGNATURE | SIKL R |
| AFFILIATIONS | Czech Academy of Sciences |
| ORCID | 0000-0002-7277-8183 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Wakeful rest and memory consolidation in an ecologically valid educational setting
Post-learning activities are thought to influence how well newly learned information is consolidated into memory. The present study investigated whether wakeful rest provides advantages for memory consolidation compared to common distractor activities. University students ( N = 161) read an expository text and were randomly assigned to one of four 8-minute post-reading conditions: wakeful rest, social media use, math task, or reading an interfere…
Relationship between monitoring judgments and self-report measures of metacognition in educational research
No correlation found between online and offline metacognition measures. • Monitoring judgments did not correlate with Metacomprehension inventory subscales. • Monitoring judgments showed moderate to strong correlation with test performance. • Self-report measures showed no correlation with task performance. • Study confirms previous findings on the relationship between metacognitive measures. Metacognition plays a crucial role in effective learni…
University students’ learning strategy preferences
Effective learning requires students to use a diverse range of learning techniques and strategies (LTSs). However, research shows that students tend to use less effective LTSs such as rereading and highlighting, while neglecting more effective strategies, such as retrieval practice and distributed practice. The present study aimed to investigate the use of LTSs among 479 university students from different study fields in Slovakia. Students comple…
Comparing the effectiveness of multiple text reading and rereading on knowledge retention and metacognitive accuracy
Although learning approaches are designed to enhance individuals' ability to store and retrieve information, not all of them are considered effective. The goal of the present study was to experimentally compare the test performance as well as the accuracy of metacognitive judgements of a multiple text reading group, rereading group, and single reading group in a one-day vs. one-week delayed test (3 × 2 between subject design). A total of 186 psyc…
Who benefits and who doesn't in virtual reality learning
Between conformity and individuality
The study examines the development of psychology in former Czechoslovakia during the period of "normalization" (1968-1989) and the challenges it faced under the communist regime. The restricted connection to Western psychology and the regime's control over all aspects of human activity negatively influenced the continuity of development in psychology. The regime demanded conformity, leaving individuals, including psychologists, in recurring state…
No prominent works on this page.
Who benefits and who doesn't in virtual reality learning
Between conformity and individuality
The study examines the development of psychology in former Czechoslovakia during the period of "normalization" (1968-1989) and the challenges it faced under the communist regime. The restricted connection to Western psychology and the regime's control over all aspects of human activity negatively influenced the continuity of development in psychology. The regime demanded conformity, leaving individuals, including psychologists, in recurring state…
Relationship between monitoring judgments and self-report measures of metacognition in educational research
No correlation found between online and offline metacognition measures. • Monitoring judgments did not correlate with Metacomprehension inventory subscales. • Monitoring judgments showed moderate to strong correlation with test performance. • Self-report measures showed no correlation with task performance. • Study confirms previous findings on the relationship between metacognitive measures. Metacognition plays a crucial role in effective learni…
University students’ learning strategy preferences
Effective learning requires students to use a diverse range of learning techniques and strategies (LTSs). However, research shows that students tend to use less effective LTSs such as rereading and highlighting, while neglecting more effective strategies, such as retrieval practice and distributed practice. The present study aimed to investigate the use of LTSs among 479 university students from different study fields in Slovakia. Students comple…
Comparing the effectiveness of multiple text reading and rereading on knowledge retention and metacognitive accuracy
Although learning approaches are designed to enhance individuals' ability to store and retrieve information, not all of them are considered effective. The goal of the present study was to experimentally compare the test performance as well as the accuracy of metacognitive judgements of a multiple text reading group, rereading group, and single reading group in a one-day vs. one-week delayed test (3 × 2 between subject design). A total of 186 psyc…
Wakeful rest and memory consolidation in an ecologically valid educational setting
Post-learning activities are thought to influence how well newly learned information is consolidated into memory. The present study investigated whether wakeful rest provides advantages for memory consolidation compared to common distractor activities. University students ( N = 161) read an expository text and were randomly assigned to one of four 8-minute post-reading conditions: wakeful rest, social media use, math task, or reading an interfere…
Psychology (5 works) · Mathematics education (4 works) · Innovative Teaching and Learning Methods (3 works) · Cognition (2 works) · Cognitive psychology (2 works) · Computer Science (2 works) · Education and Critical Thinking Development (2 works) · Educational Strategies and Epistemologies (2 works) · Metacognition (2 works) · Animal and Plant Science Education (1 work)