Testing enhances both memorization and conceptual learning of categorical materials.

Cho, Kit W.; Powers, Annaliisa

doi:10.1016/j.jarmac.2019.01.003

Cited by 16 publications

(40 citation statements)

References 42 publications

(82 reference statements)

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“…Test-potentiated learning appears to indirectly improve learning through enhanced metacognitive monitoring and selfregulated learning strategies, as well as through direct effects of testing on the encoding of new information (Fernandez & Jamet, 2017). Testing also encourages learners to shift towards more effective study strategies by giving students feedback on the effectiveness of their strategy use (Cho & Powers, 2019;Finley & Benjamin, 2012;Soderstrom & Bjork, 2014). In this study, testpotentiated learning may have stimulated deeper conceptual learning, or development of problem-solving skills, for students engaged in more frequent testing that has not been seen in previous studies.…”

Section: Discussionmentioning

confidence: 99%

Frequent mastery testing with second‐chance exams leads to enhanced student learning in undergraduate engineering

Morphew

Silva

Herman

et al. 2019

Applied Cognitive Psychology

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The second author served as the course instructor during the study, however they did not participate in collection of informed consent or in the data analysis. There are no additional conflicts of interest to disclose. Acknowledgments This research was supported in part by the National Science Foundation under Grants DUE-1347722 and CMMI-1150490. Any opinions, findings, and conclusions expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation. The data that support the findings of this study are subject to the Family Educational Rights and Privacy Act and are therefore not publicly available due to privacy and ethical restrictions. Anonymized data may be available from the corresponding author upon reasonable request, however, requests for data are subject to approval from the university's internal review board.

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Section: Discussionmentioning

confidence: 99%

Frequent mastery testing with second‐chance exams leads to enhanced student learning in undergraduate engineering

Morphew

Silva

Herman

et al. 2019

Applied Cognitive Psychology

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“…Strategy-change theory hypothesizes that prior tests on studied information teach learners how to study, and they then develop and adopt more effective study and retrieval strategies during subsequent learning and test phases (Cho et al, 2016; Cho & Powers, 2019; Soderstrom & Bjork, 2014). An experiment by Chan, Manley, et al (2018) illustrates some of the evidence supporting this hypothesis.…”

Section: Strategy-changementioning

confidence: 99%

Testing potential mechanisms underlying test-potentiated new learning.

Yang

Zhao

Sun³

et al. 2022

Journal of Experimental Psychology: Learning, Memory, and Cogni

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An emerging body of studies demonstrates that practicing retrieval of studied information, by comparison with restudying or no treatment, can facilitate subsequent learning and retrieval of new information, a phenomenon termed the forward testing effect (FTE) or test-potentiated new learning.Several theoretical explanations have been proposed to account for the FTE. A release-from-PI theory proposes that interpolated testing induces context changes and enhances event segregation, which in turn protect new learning from proactive interference (PI). A strategy-change view hypothesizes that prior tests teach learners to adopt more effective/elaborative learning and retrieval strategies in the subsequent study and test phases. Finally, a reset-of-encoding account proposes that interim testing on studied information reduces memory load, resets the subsequent encoding process, and enhances the encoding of new information. The current study recruited a large sample (over 1,000 participants) and employed a multi-list learning task and mediation analyses to test these theories. The results suggest that prior list intrusions (an index of PI) significantly mediated the FTE, supporting the release-from-PI theory. In addition, interim testing enhanced strategic processing of temporal information during new learning (reflected by increased clustering), and temporal clustering significantly mediated the FTE, supporting a role for strategy-change in the FTE. Lastly, a variety of indices were constructed to represent the benefit of reset-of-encoding, but none of them provided evidence supporting the reset-of-encoding view. The results shed new light on the complex mechanisms underlying the forward benefits of testing.

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“…Mediators can thus be semantically related to the cue and the target or, when participants have to learn a foreign language, can be orthographically and phonologically related to the cue and semantically related to the target (e.g., for the Swahili-English pair wingucloud, the mediator could be wing; see . Although this mediator effectiveness hypothesis can be used to account for the testing effect when participants have to learn an alphabetic writing system, it is unclear how it can account for the testing effect when observed using a logographic writing system (e.g., Cho & Powers, 2019;Kang, 2010), which raises the intriguing possibility of using nonalphabetic mediators.…”

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confidence: 99%

“…Thus, radicals can function as both free morphemes (words or characters that stand alone) and bound morphemes (words or characters that cannot stand alone and must be attached to free morphemese.g., the suffix B-er^in English, which is commonly used to denote a person who performs an action as part of their occupation). This unique radical system will be especially of interest to researchers who are interested in conceptual or categorical learning (Cho & Powers, 2019;Goldstone, 1994;Lau, Alger, & Fishbein, 2011) of educationally relevant materials. For example, researchers can assess whether exposing participants to characters with the same radical can facilitate learning of other characters sharing that same radical.…”

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confidence: 99%

Normative data for Chinese-English paired associates

2019

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Paired-associate learning is one of the most commonly used paradigms to study human memory. In many of these studies, participants are typically told to learn foreign language-English translations, such as Swahili-English or Lithuanian-English pairs. One limitation of these currently available foreign language-English translation norms is that their foreign languages are based on the alphabetic writing system, thereby preventing researchers from generalizing their findings to languages based on logographic writing systems. In the present study we collected normative data for 160 Chinese-English word pairs. Participants completed three study-test cycles, followed by metacognitive judgments on their learning experience. For each pair, we report recall performance, recall latency, ease of learning, and judgments of learning. A simultaneous multiple regression analysis with frequency (of both the English word and the Chinese character), word length (English), and number of strokes (Chinese) as predictors revealed that a greater number of strokes (or higher visual complexity) for the Chinese characters predicted lower target recall. Keywords Paired associates. Chinese-English translations. Cued recall. Episodic memory Paired-associate learning is one of the most widely used paradigms to study human memory. In many of these studies, researchers have their participants learn foreign language translations because it mimics part of what students are required to do in the classroom: namely, to learn new facts, vocabulary words, or a foreign language. Currently, the most widely used foreign language-English translation norms are Swahili-English (Nelson & Dunlosky, 1994), in part because many people, especially undergraduates attending a university or college in the United States, do not speak Swahili. For many years, the Swahili-English norms were the only foreign language-English translation corpus available; thus, Grimaldi, Pyc, and Rawson (2010) noted that its popularity could potentially functionally limit the sample size of a researcher's participant pool, due to excluding participants from a future experiment for having completed another study that used the same materials. Consequently, Grimaldi et al. gathered normative data for another set of foreign language (Lithuanian)-English translations. Similar to the rationale of using Swahili as the foreign language

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Testing enhances both memorization and conceptual learning of categorical materials.

Cited by 16 publications

References 42 publications

Frequent mastery testing with second‐chance exams leads to enhanced student learning in undergraduate engineering

Frequent mastery testing with second‐chance exams leads to enhanced student learning in undergraduate engineering

Testing potential mechanisms underlying test-potentiated new learning.

Normative data for Chinese-English paired associates

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