Retrieval Practice Produces More Learning in Multiple-list Tests with Higher-Order Skills

Zhou, Aibao; Tiancheng, Yang; Chen, Cheng; Ma, Xiaofeng; Jing, Zhao

doi:10.3724/sp.j.1041.2015.00928

Cited by 6 publications

(7 citation statements)

References 3 publications

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“…In the Section 3 interim test, the Interim Test group recalled about twice as much Section 3 information as the No Interim Test group. The forward testing effect in the learning of text passages has also been reported by Healy et al 30 and Zhou et al 31 using different text passages and test formats (e.g., multiple-choice tests).…”

Section: Learning Of Complex Materialssupporting

confidence: 65%

“…For example, Jing et al 26 found that interim testing facilitates integration of related information within each segment and across different segments of a lecture video. Zhou et al 31 explored the forward testing effect in text comprehension. In a comprehension test, participants were required to combine several pieces of information to answer a given comprehension question.…”

Section: Learning Of Complex Materialsmentioning

confidence: 99%

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Enhancing learning and retrieval of new information: a review of the forward testing effect

2018

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In recent years evidence has accumulated showing that interim testing of studied information facilitates learning and retrieval of new information—the forward testing effect. In the current article, we review the empirical evidence and putative mechanisms underlying this effect. The possible negative effects of administering interim tests and how these negative effects can be mitigated are discussed. We also propose some important directions for future research to explore. Finally, we summarize the practical implications for optimizing learning and teaching in educational settings.

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Section: Learning Of Complex Materialssupporting

confidence: 65%

Section: Learning Of Complex Materialsmentioning

confidence: 99%

Enhancing learning and retrieval of new information: a review of the forward testing effect

2018

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“…Although this forward effect has only been identified recently, a wealth of research has explored its generalizability and limits. It has been established that the effect is robust across a variety of educational materials, such as word lists (Aslan & Bäuml, 2016; Bäuml & Kliegl, 2013; Nunes & Weinstein, 2012; Pastötter, Schicker, Niedernhuber, & Bäuml, 2011; Pierce, Gallo, & McCain, 2017; Weinstein, Gilmore, Szpunar, & McDermott, 2014; Yang, Potts, & Shanks, 2017), line drawings of common objects (Pastötter, Weber, & Bäuml, 2013), foreign-translation word pairs (Cho, Neely, Crocco, & Vitrano, 2017; Yang et al, 2017), face–name pairs (Weinstein, McDermott, & Szpunar, 2011; Yang et al, 2017), text passages (Healy, Jones, Lalchandani, & Tack, 2017; Wissman, Rawson, & Pyc, 2011; Zhou, Yang, Cheng, Ma, & Zhao, 2015), lecture videos (Jing, Szpunar, & Schacter, 2016; Szpunar, Khan, & Schacter, 2013; Yue, Soderstrom, & Bjork, 2015), artistic styles (Lee & Ahn, 2018; Yang & Shanks, 2018), and spatial episodic information (Bufe & Aslan, 2018). The effect is not limited to healthy young adults but also occurs in children (Aslan & Bäuml, 2016), older adults (Pastötter & Bäuml, 2019), and patients with traumatic brain injury (Pastötter et al, 2013).…”

Section: Test-enhanced Learning and Metacognitive Insightmentioning

confidence: 99%

Testing (quizzing) boosts classroom learning: A systematic and meta-analytic review.

Yang

Luo

Vadillo

et al. 2021

Psychological Bulletin

163

130

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Over the last century hundreds of studies have demonstrated that testing is an effective intervention to enhance long-term retention of studied knowledge and facilitate mastery of new information, compared with restudying and many other learning strategies (e.g., concept mapping), a phenomenon termed the testing effect. How robust is this effect in applied settings beyond the laboratory? The current review integrated 48,478 students’ data, extracted from 222 independent studies, to investigate the magnitude, boundary conditions, and psychological underpinnings of test-enhanced learning in the classroom. The results show that overall testing (quizzing) raises student academic achievement to a medium extent (g = 0.499). The magnitude of the effect is modulated by a variety of factors, including learning strategy in the control condition, test format consistency, material matching, provision of corrective feedback, number of test repetitions, test administration location and timepoint, treatment duration, and experimental design. The documented findings support 3 theories to account for the classroom testing effect: additional exposure, transfer-appropriate processing, and motivation. In addition to their implications for theory development, these results have practical significance for enhancing teaching practice and guiding education policy and highlight important directions for future research.

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“…The forward testing effect has been established as a robust phenomenon using a range of educational materials, including words (Aslan & Bäuml, 2016; Bäuml & Kliegl, 2013; Nunes & Weinstein, 2012; Pastötter et al, 2011; Pierce, Gallo, & McCain, 2017; Weinstein et al, 2014; Yang et al, 2017a), line drawings of common objects (Pastötter, Weber, & Bäuml, 2013), foreign-translation pairs (Cho, Neely, Crocco, & Vitrano, 2017; Yang et al, 2017a), face–name pairs (Weinstein et al, 2011; Yang et al, 2017a), text passages (Healy, Jones, Lalchandani, & Tack, 2017; Wissman, Rawson, & Pyc, 2011; Zhou, Yang, Cheng, Ma, & Zhao, 2015), lecture videos (Jing, Szpunar, & Schacter, 2016; Szpunar et al, 2013; Yue, Soderstrom, & Bjork, 2015), and paintings (Lee & Ahn, 2018; Yang & Shanks, 2018) (for reviews, see Pastötter & Bäuml, 2014; Yang et al, 2018). Although the forward testing effect has been extensively researched, its underlying mechanisms are still unclear.…”

mentioning

confidence: 99%

The forward effects of testing transfer to different domains of learning.

Yang

Chew

Sun

et al. 2019

Journal of Educational Psychology

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Interim testing of studied information, compared to restudying or no treatment, facilitates subsequent learning and retention of new information-the forward testing effect. Previous research exploring this effect has shown that interim testing of studied information from a given domain enhances subsequent learning and retention of new information within the same domain. In the current research, we ask whether interim testing can enhance subsequent encoding and retention of new information from a different domain. Experiment 1 showed that the forward testing effect is transferable; Experiment 2 further demonstrated this transferability even when material types and test formats are frequently switched; Experiment 3 documented transferability from low-to high-level learning. The results support a combined test-expectancy and retrieval-effort theory to account for the transfer of the forward testing effect.

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Retrieval Practice Produces More Learning in Multiple-list Tests with Higher-Order Skills

Cited by 6 publications

References 3 publications

Enhancing learning and retrieval of new information: a review of the forward testing effect

Enhancing learning and retrieval of new information: a review of the forward testing effect

Testing (quizzing) boosts classroom learning: A systematic and meta-analytic review.

The forward effects of testing transfer to different domains of learning.

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