Effortful Tests and Repeated Metacognitive Judgments Enhance Future Learning

Davis, Sara D.; Chan, Jason C. K.

doi:10.1007/s10648-023-09803-8

Cited by 8 publications

(4 citation statements)

References 66 publications

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“…Increasing test likelihood might not change people’s encoding strategies because there are no qualitative changes to the task demand, whereas changing the type of test (between recall and recognition) does, and a change in perceived task demand might be necessary to elicit a qualitative shift in encoding strategies. Indeed, these results, together with the finding that interim testing can increase participants’ self-regulated study time (Davis & Chan, 2022; Yang et al, 2017), suggest that interim retrieval might affect encoding strategies quantitatively (e.g., they might effort greater effort in general) but not qualitatively (e.g., they might not shift to a new encoding strategy), although this conclusion is clearly preliminary and awaits more research to be verified.…”

Section: Discussionmentioning

confidence: 93%

“…However, in the presence of testing, participants maintained (Experiment 1) or increased their study time (Experiment 2) across lists. Similarly, Davis and Chan (2022) reported that participants spent considerably longer time studying STEM text material when they received interim tests relative to interim restudy. Further, they showed that self-regulated study time was positively correlated with test performance.…”

Section: Testing and Learning Strategiesmentioning

confidence: 97%

“…Note that we believe that the encoding and retrieval strategy-change explanations are complementary rather than exclusive. Testing affects the regulation of study time in subsequent learning (Davis & Chan, 2022; Yang et al, 2017), but this finding is equivocal (Ha & Lee, 2019). It has also been reported that testing influences the encoding of temporal order (Yang et al, 2022), which might indicate an encoding strategy change, but this claim was based on an inference during participants’ retrieval performance.…”

Section: Testing and Learning Strategiesmentioning

confidence: 99%

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Does testing potentiate new learning because it enables learners to use better strategies?

Ahn,

Chan

2024

Journal of Experimental Psychology: Learning, Memory, and Cogni

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Testing can potentiate new learning, which is often called the forward testing effect. One potential explanation for this benefit is that testing might enable participants to use more effective learning strategies subsequently. We investigated this possibility by asking participants to report their encoding strategies in a multilist foreign language learning paradigm with four preregistered experiments and one non-preregistered pilot experiment. In Experiments 1-3, participants learned three lists of Chinese-English pairs; one group took a test after every list (i.e., test condition) and the other group took a test only for the criterial List 3 (i.e., restudy condition). In addition, participants completed a transfer test and a study strategy survey. Although we found a forward testing effect in all experiments, participants in the test and restudy conditions did not report differences in strategies. In Experiments 4 and 5, we used a within-subject design so that we could correlate changes in strategy use with the magnitude of the forward testing effect on an individual level. Interestingly, individual differences in strategy change were moderately associated with the magnitude of the forward testing effect, but even here, strategy change did not mediate the effect of testing on performance. Overall, our data showed that, at least for foreign language learning of Chinese characters, interim testing did not enhance new learning by altering participants' subsequent encoding strategies. Moreover, our data showed that interim testing did not promote the transfer of Chinese language learning to novel characters.

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Section: Discussionmentioning

confidence: 93%

Section: Testing and Learning Strategiesmentioning

confidence: 97%

Section: Testing and Learning Strategiesmentioning

confidence: 99%

See 1 more Smart Citation

Does testing potentiate new learning because it enables learners to use better strategies?

Ahn,

Chan

2024

Journal of Experimental Psychology: Learning, Memory, and Cogni

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“…Research has demonstrated that metacognitive ability is a key variable for students' development and academic achievement (e.g., Ohtani & Hisasaka, 2018;Perry et al, 2019). It has been recognized as an important factor driving students' learning (Baars et al, 2018;Davis & Chan, 2023;Kuhn, 2022) and performance gain (Rutherford, 2017).…”

Section: Metacognitive Ability In Educationmentioning

confidence: 99%

When Will They Know What They Don’t Know? Political knowledge and the Infamous Dunning-Kruger Effect

Alscher,

Ludewig,

Kleinkorres

et al. 2024

Preprint

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The Dunning-Kruger effect describes that low performers tend to overestimate and high performers tend to underestimate their ability and that on average low performers provide less accurate estimates of their ability than high performers. Based on data from N = 1,047 students in Grade 7 (n = 613) and Grade 10 (n = 434), we examined whether the Dunning-Kruger effect exists with regard to high school students’ political knowledge, whether the effect is different in Grade 7 and Grade 10, and how teachers’ behavior (i.e., cognitively activating and motivating teaching) affects students’ judgement accuracy and judgement direction. The results show that the Dunning-Kruger effect exists in both grade levels. Furthermore, visual and statistical examination of the data suggest that the pattern of data is very similar in both grade levels. Finally, we further find that perceived motivational quality is associated with judgement accuracy, but also with overconfidence. Perceived cognitive activation is negatively associated with judgement accuracy. Through the usage of two-cohort data, this study applies a novel approach and bears important implications for research on the Dunning-Kruger effect. Furthermore, the results regarding the teachers’ behavior provide important insights for educational practice in civic education.

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Emerging and Future Directions in Test-Enhanced Learning Research

Pan,

Dunlosky,

et al. 2024

Educ Psychol Rev

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Effortful Tests and Repeated Metacognitive Judgments Enhance Future Learning

Cited by 8 publications

References 66 publications

Does testing potentiate new learning because it enables learners to use better strategies?

Does testing potentiate new learning because it enables learners to use better strategies?

When Will They Know What They Don’t Know? Political knowledge and the Infamous Dunning-Kruger Effect

Emerging and Future Directions in Test-Enhanced Learning Research

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