Transfer-appropriate processing in the testing effect

Veltre, Mary T.; Cho, Kit W.; Neely, James H.

doi:10.1080/09658211.2014.970196

Cited by 30 publications

(48 citation statements)

References 23 publications

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“…This finding is consistent with the "testing effect", a phenomenon in which repeated, spaced retrieval (or self-testing) of newly learned material promotes long-term retention of information in a way that is far superior to using repeated-study sessions (Gates 1917;Spitzer 1939;Tulving 1967;Carrier and Pashler 1992;Roediger and Karpicke 2006;Karpicke and Roediger 2008;Rosburg et al 2015). This phenomenon has been observed across several verbal (Wheeler et al 2003;Carpenter and DeLosh 2006;Pyc and Rawson 2007;Karpicke and Roediger 2008;Toppino and Cohen 2009;Rowland and DeLosh 2014), nonverbal (Carpenter and Pashler 2007;Kang 2010), and semantic (Carpenter 2009;Veltre et al 2014) memory domains. An important contribution of Study 3 is that, unlike using cues to enhance only the retrieval of peripheral elements (Study 2), repeated testing/retrieval can promote the retention and retrieval of both central and peripheral elements of naturalistic memories for complex episodes, complementing findings in which cued retrieval protects against subsequent loss of detailed memory for eyewitness testimony events (Pansky, 2012).…”

Section: Preventing the Forgetting Of Detailssupporting

confidence: 74%

Recovering and preventing loss of detailed memory: differential rates of forgetting for detail types in episodic memory

et al. 2016

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Episodic memories undergo qualitative changes with time, but little is known about how different aspects of memory are affected. Different types of information in a memory, such as perceptual detail, and central themes, may be lost at different rates. In patients with medial temporal lobe damage, memory for perceptual details is severely impaired, while memory for central details is relatively spared. Given the sensitivity of memory to loss of details, the present study sought to investigate factors that mediate the forgetting of different types of information from naturalistic episodic memories in young healthy adults. The study investigated (1) time-dependent loss of "central" and "peripheral" details from episodic memories, (2) the effectiveness of cuing with reminders to reinstate memory details, and (3) the role of retrieval in preventing forgetting. Over the course of 7 d, memory for naturalistic events (film clips) underwent a time-dependent loss of peripheral details, while memory for central details (the core or gist of events) showed significantly less loss. Giving brief reminders of the clips just before retrieval reinstated memory for peripheral details, suggesting that loss of details is not always permanent, and may reflect both a storage and retrieval deficit. Furthermore, retrieving a memory shortly after it was encoded prevented loss of both central and peripheral details, thereby promoting retention over time. We consider the implications of these results for behavioral and neurobiological models of retention and forgetting.

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Section: Preventing the Forgetting Of Detailssupporting

confidence: 74%

Recovering and preventing loss of detailed memory: differential rates of forgetting for detail types in episodic memory

et al. 2016

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“…As we had predicted, familiar sentences were rated more accurately and more confidently than unfamiliar sentences, possibly due to transfer-appropriate processing (Veltre et al, 2015;Winstanley, 1996). However, the familiar test items were constructed based on the sentences from context-inference practice and were therefore only familiar to participants for the words practiced in that condition.…”

Section: Discussionmentioning

confidence: 98%

Contextual Richness and Word Learning: Context Enhances Comprehension but Retrieval Enhances Retention

Broek

Takashima

Segers³

et al. 2018

Language Learning

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Learning new vocabulary from context typically requires multiple encounters during which word meaning can be retrieved from memory or inferred from context. We compared the effect of memory retrieval and context inferences on short‐ and long‐term retention in three experiments. Participants studied novel words and then practiced the words either in an uninformative context that required the retrieval of word meaning from memory (“I need the funguo”) or in an informative context from which word meaning could be inferred (“I want to unlock the door: I need the funguo”). The informative context facilitated word comprehension during practice. However, later recall of word form and meaning and word recognition in a new context were better after successful retrieval practice and retrieval practice with feedback than after context‐inference practice. These findings suggest benefits of retrieval during contextualized vocabulary learning whereby the uninformative context enhanced word retention by triggering memory retrieval. Open Practices This article has been awarded Open Materials and Open Data badges. Stimuli and datasets are publicly accessible via the Open Science Framework at https://osf.io/eujyn. Learn more about the Open Practices badges from the Center for Open Science: https://osf.io/tvyxz/wiki.

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“…The students had more time and appeared to make more of an effort to work through the GRM and short answers in the exam. A testing effect may also have played a part in the higher correlation between exam GRM and short answer questions (Toppino, Thomas, & Cohen, 2009;Veltre, Cho, & Neely, 2015). The course material for the final exam included the information from both quizzes, but the quizzes themselves did not have overlapping information.…”

Section: Discussionmentioning

confidence: 99%

Graded Response Method: Does Question Type Influence the Assessment of Critical Thinking?

Fukuzawa¹,

deBraga²

2019

JCT

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Graded Response Method (GRM) is an alternative to multiple-choice testing where students rank options accordingto their relevance to the question. GRM requires discrimination and inference between statements and is acost-effective critical thinking assessment in large courses where open-ended answers are not feasible. This studyexamined critical thinking assessment in GRM versus open-ended and multiple-choice questions composed fromBloom’s taxonomy in an introductory undergraduate course in anthropology and archaeology (N=53students).Critical thinking was operationalized as the ability to assess a question with evidence to support or evaluatearguments (Ennis, 1993). We predicted that students who performed well on multiple-choice from Bloom’staxonomy levels 4-6 and open-ended questions would perform well on GRM involving similar concepts. Highperforming students on GRM were predicted to have higher course grades. The null hypothesis was question typewould not have an effect on critical thinking assessment. In two quizzes, there was weak correlation between GRMand open-ended questions (R2=0.15), however there was strong correlation in the exam (R2=0.56). Correlations wereconsistently higher between GRM and multiple-choice from Bloom’s taxonomy levels 4-6 (R2=0.23,0.31,0.21)versus levels 1-3 (R2=0.13,0.29,0.18). GRM is a viable alternative to multiple-choice in critical thinking assessmentwithout added resources and grading efforts.

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Transfer-appropriate processing in the testing effect

Cited by 30 publications

References 23 publications

Recovering and preventing loss of detailed memory: differential rates of forgetting for detail types in episodic memory

Recovering and preventing loss of detailed memory: differential rates of forgetting for detail types in episodic memory

Contextual Richness and Word Learning: Context Enhances Comprehension but Retrieval Enhances Retention

Graded Response Method: Does Question Type Influence the Assessment of Critical Thinking?

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