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The exploration of a possible role for attention in the testing effectZhu, Jian 01 May 2013 (has links)
Research has shown that tests can alter the very memories that they aim to evaluate (e.g. Carpenter & DeLosh, 2005; Roediger & Karpicke, 2006a). Such mnemonic enhancement in long-term retention as a result of testing is referred to as the testing effect (see Roediger & Karpicke, 2006b for an extensive review; also Delaney, Verkoeijen, & Spirgel, 2010; Pashler, Rohrer, Cepeda, & Carpenter, 2007). Although various hypotheses have been proposed to explain this effect, the exact mechanisms by which testing confers an advantage on memorability remain uncertain (see Delaney et al., 2010; Roediger & Karpicke, 2006b, for reviews). Two experiments were carried out to examine whether the mnemonic benefits of testing are due to greater attention being directed to tested items in comparison to restudied items. In Experiment 1 participants in both the restudy and testing conditions studied word pairs either under full attention or while performing a concurrent auditory discrimination task. A final free-recall test was administered under full attention 5 min after the restudy or testing phase. It was predicted that the mnemonic impairment induced by dividing attention would be larger for the testing group than the restudy group. The results showed the interaction of learning condition (restudy vs. testing) and attention (full attention vs. divided attention) was not significant. Experiment 2 adopted the opposite approach: to enhance rather than diminish attention to the to-be-remembered items during the restudy and testing. By manipulating the priority of the concurrent task and memory task, it was assumed that more emphasis on the memory task would draw and boost participants' attention and consequently that the restudy group would benefit more from this attention enhancement than the testing group. The results showed that different emphases did not affect final memory in both restudy and testing groups. Experiment 1 and Experiment 2 together suggest that attention may not play a role in the testing effect.
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The Effect of Increased Quizzing on Retention of Material by Histology Laboratory StudentsNogrady, R.J. January 2018 (has links)
No description available.
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Can the testing effect, in part, be explained by organizational benefits?Jemstedt, Andreas January 2013 (has links)
The testing effect refers to the phenomenon that, relative to restudying, being tested on a previously learned material leads to better retention. The present study investigated the hypothesis that part of the testing effect in free recall, can be explained by increased memory organization due to testing. Forty-one participants learned either semantically related or unrelated words. The words were either repeatedly studied six times, or recalled from memory three times and studied three times, with each test trial following a study trial. Following the learning session, all participants conducted two free recall tests, one after five minutes and one after seven days. The study did not replicate the testing effect and therefore no conclusions could be drawn about the hypothesis. The results did, however, indicate that the related material facilitated later retrieval, relative to the unrelated material. Furthermore, opposite to what was predicted, restudying lead to higher rates of category clustering compared to testing.
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Does Overt memory testing lead to better learning than Covert memory testing?Soltani, Tara January 2011 (has links)
The testing effect is described as an improvement of memory performance at a final test as a result of previous test sessions. Several studies reported that initial testing during learning provides a better memory representation at a delayed retention interval. The aim of present study is to assess whether an Overt or a Covert retrieval procedure leads to better final recall. Participants were at initial testing instructed to retrieve and write down the words (Overt group), retrieve it without writing down (Covert group) or only restudy the words (SSS group). Memory was tested after[1]15 minutes and again after 1 week. The results indicated a significant main effect of learning group and retrieval interval, where the Overt group performed reliably better than remaining groups. The idea behind the testing effect may work as a guideline of how the testing procedure can be conformed into educational contexts, which advocates for more consistent use of testing in classroom for optimal learning.
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Under What Conditions Do Students Learn From Experience About The Benefits Of Practice Testing For Learning?Rivers, Michelle Lauren 07 July 2021 (has links)
No description available.
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THE TESTING EFFECT AND JUDGMENTS OF LEARNING: THEIR EFFECTS ON READING COMPREHENSIONRomes Beziat, Tara Lynne 24 April 2012 (has links)
No description available.
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TESTING EFFECT AND COMPLEX COMPREHENSION IN A LARGE INTRODUCTORY UNDERGRADUATE BIOLOGY COURSEPagliarulo, Christopher Lawrence January 2011 (has links)
Traditional undergraduate biology courses are content intensive, requiring students to understand and remember large amounts of information in short periods of time. Yet most students maintain little of the material encountered during their education. Poor knowledge retention is a main cause of academic failure and high undergraduate attrition rates. Characterizing strategies that support robust learning is critical for ensuring student success. One such strategy is testing effect, the observation that repeated testing can improve the fidelity and durability of retained knowledge more than an equal quantity of restudy. Numerous investigations have described the nature and boundaries of testing effect. Very few, however, have characterized its efficacy in actual classroom practice. The current study investigated whether repeated testing or repeated study affected student retention and understanding of complex biological concepts. The study was conducted in a large (~320 students) introductory biology class. All study conditions and assessments were required components of the course. Student retention of two fundamental molecular biology "big ideas" was targeted; (1) the relationship between genotype and phenotype, and (2) the relationship between gene expression and cell function. Students were randomly assigned to one of three repeated quiz or study conditions. For four weeks, students encountered various combinations of multiple-choice (MC) questions and review material related to big ideas 1&2 and/or unrelated lecture topics. Five weeks after the last quiz, all students completed identical MC final exam questions related to both big ideas. To determine the quality of "understanding" assessed by the MC questions, a subset of students also completed a short answer (SA) test prior to the final exam. Both question formats assessed the same knowledge (2 big ideas) at the same level (comprehension and application). Final exam performance supported the finding that repeated retrieval improves long-term retention of knowledge relative to repeated study. Novel to other previous work conducted at the undergraduate level, the current findings suggest that repeated testing affects student retention and understanding of sophisticated concepts. Careful design and analysis of parallel multiple-choice and short answer questions demonstrated that each can target and elicit similar qualities and types of knowledge.
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Does team-based testing promote individual learning?Walker, Joshua David 08 June 2011 (has links)
Team-based testing gives students a chance to earn additional points on individual unit tests by immediately re-taking the test as a team competing against other teams. This instructional approach has enjoyed widening implementation and impressive anecdotal support, but there remains a dearth of empirical studies evaluating its prescribed processes and promoted outcomes. Although the posited effectiveness and appeal of team-based testing seem consistent with the benefits of test-enhanced learning and collaborative learning in general, several limitations are readily apparent. Namely, the current format of the individual and team readiness assurance tests is expressly multiple-choice. Though there are some advantages of this type of question (e.g., ease of administering and grading), the long-term cognitive disadvantage relative to short-answer questions is well documented. Furthermore, it is not clear whether the proposed gain in learning through this format is attributable to the group effect -- be it social or cognitive, or simply to repeated exposure to the test items. Therefore, this study measured the effects of initial test question Format (short-answer vs. multiple-choice), Mode (individual vs. group), and Exposure (once vs. twice) on four delayed measures of learning: Old multiple-choice items (ones students had initially been tested over), Old short-answer items, New multiple-choice items, and New short-answer items. Two weeks after watching a video-recorded lecture, 208 college students took a thirty-item test comprising both the old and new items in multiple-choice and short-answer formats. Results revealed that 1) taking an initial test twice is better than once when the delayed test has old short-answer items or new multiple-choice items, 2) taking an initial short-answer test is better than multiple choice when the delayed test has either old multiple-choice, old short-answer, or new multiple-choice items, and 3) taking an initial team test is no different than taking an individual test when it comes to long-term learning. Particularly noteworthy from these results is how a) the effects of short-answer tests and taking tests twice are not present within Team conditions, and b) taking a multiple-choice test twice is as effective as taking a short-answer test once. Implications are discussed in light of learning theory and instructional practice. / text
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The Effect of Embedded Questions in Programming Education VideosJanuary 2016 (has links)
abstract: One of the primary objective in a computer science related course is for students to be able to write programs implementing the concepts covered in that course. In educational psychology, however, learning gains are more commonly measured using recall or problem solving questions. While these types of questions are relevant to computer science exams, they do not necessarily reflect a student’s ability to apply concepts by writing an original program to solve a novel problem.
This thesis investigates the effectiveness of including questions within instructional multimedia content to improve student performance on a related programming assignment. Similar techniques have proven effective in educational psychology research using other measures. The objective of this thesis is to apply educational techniques used in other domains to an experiment with real world measures of students in a computer science course. The findings of this paper demonstrate that the techniques used were promising in improving student performance on a programming assignment. / Dissertation/Thesis / Masters Thesis Computer Science 2016
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Neurocognitive processes during repeated study and repeated testing : An fMRI experiment on the testing effectLindh, Daniel January 2013 (has links)
Testing facilitates memory retention more than studying. The current experiment aimed to investigate neural memory-related processes during repeated testing and studying, thereby contributing to more elaborate theories. 5 participants (aged 19-31) practiced word-pair associates during fMRI through repeated studying (40 pairs) and testing (40 pairs). One week later they returned for a test and the outcome was used to calculate subsequent memory differences during fMRI. Findings included higher subsequent memory difference in left parietal lobe, precuneus and superior frontal gyrus for the test condition, implying more elaborate semantic processing. Also, an interaction effect was found in anterior cingulate cortex, possibly indicating an early beneficial recruitment of memory enhancing functions in the test condition. / Testning förbättrar minnesinlagring mer än studium. Det aktuella experimentet syftade till att undersöka neurala minnesrelaterade processer under upprepad testning och studium, och därmed bidra till mer konkreta teorier. 5 deltagare (i åldern 19-31) tränade ordpar (Swahili-Svenska) i en fMRI-scanner, antingen genom upprepat studium (40 par) eller upprepad testning (40 par). En vecka senare återvände de för ett slutgiltigt test på alla ordpar. Resultatet användes för att beräkna skillnader mellan lyckade och ej lyckade omgångar i fMRI-scannern. Högre skillnader i vänstra inferiora parietalloben, precuneus och superiora frontalgyrus hittades för testning jämfört med studium, vilket kan spegla en djupare semantisk bearbetning. En interaktionseffekt hittades i anteriora cingulate cortex, vilket möjligen indikerar en tidig rekrytering av fördelaktiga minnesfunktioner i test-betingelsen.
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