Tests Enhance the Transfer of Learning

Autor/inn/en	Rohrer, Doug; Taylor, Kelli; Sholar, Brandon
Titel	Tests Enhance the Transfer of Learning
Quelle	In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 36 (2010) 1, S.233-239 (7 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-7393
DOI	10.1037/a0017678
Schlagwörter	Testing; Transfer of Training; Grade 4; Grade 5; Maps; Geographic Regions; Learning Processes; Elementary School Students; Statistical Analysis; Florida + Suchen Sie Ihr Suchwort? Testdurchführung; Testen; Training; Transfer; Ausbildung; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Map; Karte; Learning process; Lernprozess; Statistische Analyse
Abstract	Numerous learning studies have shown that if the period of time devoted to studying information (e.g., casa-house) includes at least 1 test (casa-?), performance on a final test is improved--a finding known as the "testing effect". In most of these studies, however, the final test is identical to the initial test. If the final test requires a novel demonstration of learning (i.e., transfer), prior studies suggest that a greater degree of transfer reduces the size of the testing effect. The authors tested this conjecture. In 2 experiments, 4th- or 5th-grade students learned to assign regions or cities to map locations and returned 1 day later for 2 kinds of final tests. One final test required exactly the same task seen during the learning session, and the other final test consisted of novel, more challenging questions. In both experiments, testing effects were found for both kinds of final tests, and the testing effect was no smaller, and actually slightly larger, for the final test requiring transfer. (Contains 6 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10