Test-Potentiated Learning: Distinguishing between Direct and Indirect Effects of Tests

Autor/inn/en	Arnold, Kathleen M.; McDermott, Kathleen B.
Titel	Test-Potentiated Learning: Distinguishing between Direct and Indirect Effects of Tests
Quelle	In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 39 (2013) 3, S.940-945 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-7393
DOI	10.1037/a0029199
Schlagwörter	Undergraduate Students; Testing; Experiments; Memory; Recall (Psychology); Probability; Conditioning; Word Recognition; Retention (Psychology); Statistical Analysis; Paired Associate Learning; Learning Processes; Missouri + Suchen Sie Ihr Suchwort? Testdurchführung; Testen; Erprobung; Gedächtnis; Abberufung; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Worterkennung; Merkfähigkeit; Statistische Analyse; Learning process; Lernprozess
Abstract	The facilitative effect of retrieval practice, or testing, on the probability of later retrieval has been the focus of much recent empirical research. A lesser known benefit of retrieval practice is that it may also enhance the ability of a learner to benefit from a subsequent restudy opportunity. This facilitative effect of retrieval practice on subsequent encoding is known as "test-potentiated learning." Thus far, however, the literature has not isolated the indirect effect of retrieval practice on subsequent memory (via enhancing the effectiveness of restudy) from the direct effects of retrieval on subsequent memory. The experiment presented here uses conditional probability to disentangle test-potentiated learning from the direct effects of retrieval practice. The results indicate that unsuccessful retrieval attempts enhance the effectiveness of subsequent restudy, demonstrating that tests do potentiate subsequent learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01