Syntes: The "Silent Teacher": Learning by teaching via writing a verbatim teaching script (2021)

Källa: https://doi.org/10.1002/acp.3881 (Applied Cognitive Psychology 35(6), 1492–1501)

Verified content

• [full text] 108 National University of Singapore students, randomly assigned to: notes then 4 minutes studying their own notes (control), preparing to teach then teaching aloud to a camera for 4 minutes (verbal teaching), or preparing to teach then writing a verbatim teaching script for 4 minutes (silent teaching); a 585-word Doppler-effect text; all were told they would be tested a week later.
• [full text] Free-recall conceptual test one week later: condition effect F(2, 105) = 3.66, p = .03; verbal teaching M = 8.33 (SD 3.03) and silent teaching 8.11 (3.26) above control 6.59 (2.48), p = .01 and .03, d = 0.63 and 0.53; verbal vs silent p = .77, d = 0.07.

Limits

• [abstract] One lab study with university students.
• [assessment] A verbatim teaching script is written as a spoken lecture, which the authors distinguish from written explanations; it points against a simple "only spoken teaching helps" limit and is the main reason the C15 modality question was held, not applied, on 2026-10-20 (open question 13). Supports C15.

Added 2026-10-20 by the project (nightly attack run). [abstract] = from the published abstract; [full text] = read in the author's PDF; [assessment] = the project's own assessment.