The test effect (Roediger & Karpicke, 2006) demonstrates that performance on a final test is better when an immediate test is taken after reading a passage rather than rereading. Although transfer appropriate processing has been suggested as a theoretical explanation, the results could be due to elaborative retrieval processes during the immediate test that are not available during restudy. We compared testing to three other strategies using elaborative retrieval—Generating Questions, Read-Recite-Review, Teaching—to determine whether they would be as beneficial as testing. Results showed that each of the alternative strategies produced final test performance equal to that of testing, suggesting not only that these strategies are as effective as testing, but also that elaborative retrieval can explain test effects. However, final test performance for testing was not better than rereading. This finding leaves unanswered questions, given that the test effect is a robust result in the literature.

The purpose of this bachelor thesis was to evaluate the impact of uncertainty on test-enhanced learning. A within-groups experiment was designed to compare uncertainty under three study and retrieval conditions carried out in a single session; study-restudy-restudy, study-test-test with feedback and study-test-test without feedback. In this first session, 105 Swedish-Swahili word-pairs were presented to each participant. Participants then made judgments of learning on the word pairs. Subsequently, participants either re-studied the word-pair, were tested on the pair via cued recall and given feedback or tested without feedback. Participants were then tested in cued recall tests on the word pairs two hours and one week after the learning session, respectively. Ten participants were tested during three sessions which were administered on a web-based platform. The result indicate that no test-effect was found, and participants scored highest in the restudy condition at the cued recall tests. Judgment of learning score was a significant predictor of final cued recall scores on the final test. / I den här Kandidat uppsatsen görs ett försök att utvärdera hur känslan av osäkerhet att påverka test-effekten. Ett experiment designades för att utvärdera tre olika conditions, en studie-studie-studie, en studie-test-test med feedback och enstudie-test-test utan feedbacki en experimentell inom grupp design. Deltagarna ombads mellan delarna skatta sin skala av säkerhet på att kunna göra en framgångsrik återkallning efter en vecka. Allt deltagande var web baserat. Tio deltagare deltog i studien och de testades under tre olika tillfällen. Första tillfället med tre olika conditions, sedan med två uppföljande test tillfällen. Den första efter två timmar och ett avslutande test efter en vecka. Deltagarna testades på 105 ordpar Swahili-Svenska. Resultatet visar att ingen test-effekt uppnåddes och deltagarna nådde högst resultat på upprepad studie alternativet. Själv skattningen på deltagarnas skala av säkerhet var signifikant som indikator på korrekt återkallning efter en vecka i de två upprepad test delarna.

Under det senaste decenniet har testbaserat lärande väl etablerats som ett effektivt sätt att främja hållbar inlärning. Många sorters material och omständigheter har utforskats i relation till denna metod. Endast nyligen har dock individuella skillnader i relation till testbaserat lärande fått uppmärksamhet som ett forskningsområde. Ett område hittills förhållandevis outforskat är relationen mellan individuella skillnader i kognitiv kapacitet och inlärningsprocessen med återhämtning som inlärningsmetod. Denna studie hade för avsikt att utforska denna relation genom att mäta generell flytande intelligens och arbetsminneskapacitet för ett urval av gymnasieelever (n = 189, M = 16.89 år gamla) som använde testbaserat lärande som inlärningsmetod. Resultaten indikerar att arbetsminne och flytande intelligens båda är relaterade till inlärningsprocessen, men att det förstnämnda är så till en signifikant högre grad än det sistnämnda. / During the last decade, test-enhanced learning has been thoroughly cemented as an efficient way to promote durable learning. Many materials and conditions have been explored in relation to this method. Only recently, however, have individual differences in relation to test-enhanced learning received attention as an area of study. An area as of yet relatively unexplored is the relationship between differences in cognitive ability and the process of retrieval as a method of learning. The present study set out to explore this relationship by measuring general fluid intelligence and working memory capacity in a sample of upper secondary level students (n = 189, M = 16.89 years of age) who used a test-enhanced learning method. The results indicate that working memory and fluid intelligence are both related to this learning process, however the former to a significantly higher degree than the latter