Investigating the testing effect: Retrieval as a characteristic of effective study strategies

  title={Investigating the testing effect: Retrieval as a characteristic of effective study strategies},
  author={Christine L. Bae and David J. Therriault and Jenni L. Redifer},
  journal={Learning and Instruction},
A specific benefit of retrieval-based concept mapping to enhance learning from texts
Results revealed that retrieval-based concept mapping before free recall by means of paragraph writing resulted in better learning on a 2-week delayed test than performing the same activities the other way round, contradict the general idea that it is retrieval itself, regardless of the activity it is embedded in, what promotes learning.
Generative learning versus retrieval practice in learning from text: The cohesion and elaboration of the text matters.
Both generative learning tasks and retrieval practice tasks can serve as a beneficial follow-up to an initial study phase in which learners have studied new learning material. However, research that
Improving students’ summative knowledge of introductory chemistry through the forward testing effect: examining the role of retrieval practice quizzing
Building domain knowledge is essential to a student's success in any course. Chemistry, similar to other STEM disciplines, has a strong cumulative element (i.e., topic areas continuously build upon
Testing Is More Desirable When It Is Adaptive and Still Desirable When Compared to Note-Taking
Jointly, the results show that the benefits of testing can be enhanced by adapting the sequence of test questions to learners’ knowledge and thatTesting can be more effective than note-taking.
Memorization practice and academic success in Saudi undergraduate students
PurposeIn the present study, the authors examined whether academic performance [grade point average (GPA)] can be predicted by self-reported frequency of memorization and recitation, verbatim memory
Testing the effectiveness of creative map mnemonic strategies in a geography class
This study investigated the effects of creative-map instructional strategies on learning performance, learning motivation, and creativity in a junior high school geography class. A quasi-experimental
Testing as a Method of Teaching and Education in the Context of Learning History
The article describes a systematic algorithm for working with the test, which provides an elaboration of each of the elements of the testing and actualization of knowledge about the mentioned events, which contributes to the formation of stable associative links.


Covert retrieval practice benefits retention as much as overt retrieval practice.
It is concluded that covert retrieval practice is as effective as overt retrieval practice, a conclusion that contravenes hypotheses in the literature proposing that overt responding is better and has an important educational implication: Students can learn as much from covert self-testing as they would from overt responding.
A Classroom Study on the Relationship Between Student Achievement and Retrieval-Enhanced Learning
Retrieval practice has been shown to produce powerful learning gains in laboratory experiments but has seldom been explored in classrooms as a means of enhancing students’ learning of their
Manipulations of Choice Familiarity in Multiple-Choice Testing Support a Retrieval Practice Account of the Testing Effect.
We performed 4 experiments assessing the learning that occurs when taking a test. Our experiments used multiple-choice tests because the processes deployed during testing can be manipulated by
Guided Retrieval Practice of Educational Materials Using Automated Scoring
Retrieval practice is a powerful way to promote long-term retention and meaningful learning. However, students do not frequently practice retrieval on their own, and when they do, they have
Benefits of testing for nontested information: Retrieval-induced facilitation of episodically bound material
The results suggest that testing may facilitate later free recall in part by enhancing access to information that is present during a prior temporal or list context, and suggest that retrieval-induced facilitation extends to a broader range of conditions than has been suggested.