Repeated Testing Produces Superior Transfer of Learning Relative to Repeated Studying

Autor/in	Butler, Andrew C.
Titel	Repeated Testing Produces Superior Transfer of Learning Relative to Repeated Studying
Quelle	In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 36 (2010) 5, S.1118-1133 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-7393
DOI	10.1037/a0019902
Schlagwörter	Reading Comprehension; Testing; Transfer of Training; Prose; Recall (Psychology); Cues; Experimental Psychology; Undergraduate Students; Missouri + Suchen Sie Ihr Suchwort? Leseverstehen; Testdurchführung; Testen; Training; Transfer; Ausbildung; Prosa; Abberufung; Stichwort; Experimentelle Psychologie
Abstract	The present research investigated whether test-enhanced learning can be used to promote transfer. More specifically, 4 experiments examined how repeated testing and repeated studying affected retention and transfer of facts and concepts. Subjects studied prose passages and then either repeatedly restudied or took tests on the material. One week later, they took a final test that had either the same questions (Experiment 1a), new inferential questions within the same knowledge domain (Experiments 1b and 2), or new inferential questions from different knowledge domains (Experiment 3). Repeated testing produced superior retention and transfer on the final test relative to repeated studying. This finding indicates that the mnemonic benefits of test-enhanced learning are not limited to the retention of the specific response tested during initial learning but rather extend to the transfer of knowledge in a variety of contexts. (Contains 3 tables, 2 figures and 4 footnotes.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10