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Repeated testing produces superior transfer of learning relative to repeated studying.
  • A. C. Butler
  • Psychology
    Journal of experimental psychology. Learning…
  • 1 September 2010
Repeated testing produced superior retention and transfer on the final test relative to repeated studying, indicating 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.
Metacognitive strategies in student learning: Do students practise retrieval when they study on their own?
It is proposed that many students experience illusions of competence while studying and that these illusions have significant consequences for the strategies students select when they monitor and regulate their own learning.
A comparison of self-esteem lability and low trait self-esteem as vulnerability factors for depression.
SEL at Time 1 was found to increase risk for depression at Time 2 among Ss reporting high life stress at time 2, and Ss were reassessed 5 months later, and new cases showed higher premorbid SEL than ND controls but did not differ from controls onPremorbid TSE.
Congruity effects between materials and processing tasks in the survival processing paradigm.
In 3 experiments, the congruity effect was investigated -the common finding that people remember items better if those items are congruent with the way in which they are processed- and final recall was highest when the type of processing and the materials were congruen, indicating that peopleRemember stimuli better if the stimuli are con Gruen with the goals associated with their processing.
Feedback enhances the positive effects and reduces the negative effects of multiple-choice testing
Investigating whether feedback could be used to boost the positive effects and reduce the negative effects of multiple-choice testing found both immediate and delayed feedback increased the proportion of correct responses and reduced theportion of intrusions on a delayed cued recall test.
Testing improves long-term retention in a simulated classroom setting
The benefits of testing on long-term retention of lecture material were examined in a simulated classroom setting. Participants viewed a series of three lectures on consecutive days and engaged in a
Test‐enhanced learning in medical education
Research in cognitive psychology has shown that tests can also directly affect learning by promoting better retention of information, a phenomenon known as the testing effect.