Long-term effects of testing on the recall of nontested materials

  title={Long-term effects of testing on the recall of nontested materials},
  author={Jason C. K. Chan},
  pages={49 - 57}
  • J. K. Chan
  • Published 1 January 2010
  • Psychology
  • Memory
Testing, or memory retrieval, is a powerful way to enhance long-term retention of studied material. Recent studies have shown that testing can also benefit later retention of related but nontested material (a finding known as retrieval-induced facilitation, Chan, McDermott, & Roediger, 2006), but the long-term consequences of this benefit is unknown. In the current experiment three retention intervals—20 minutes, 24 hours, 7 days—were used to assess the effects of testing on subsequent recall… 
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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.
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Testing enhances memory for context
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Testing facilitates the regulation of subsequent study
We examined how testing potentiates self-regulated learning and alleviates the foresight bias—an illusion of competence that arises from information being present during study but absent at test—and


Test-Enhanced Learning
Investigation of the testing effect with educationally relevant materials and whether testing facilitates learning only because tests offer an opportunity to restudy material concluded that testing is a powerful means of improving learning, not just assessing it.
Retrieval-induced facilitation: initially nontested material can benefit from prior testing of related material.
Three experiments examined how taking an initial test affects later memory for prose materials not initially tested, showing that testing enhanced recall 24 hr later for the initially nontested material.
The effects of tests on learning and forgetting
In three experiments, it is investigated whether memory tests enhance learning and reduce forgetting more than additional study opportunities do and whether testing enhanced overall recall more than restudying did.
The Power of Testing Memory: Basic Research and Implications for Educational Practice
This article selectively review laboratory studies that reveal the power of testing in improving retention and then turns to studies that demonstrate the basic effects in educational settings, including the related concepts of dynamic testing and formative assessment.
The testing effect in recognition memory: a dual process account.
Initial testing was shown to enhance later recollection but leave familiarity unchanged, and this conclusion emerged from three dependent measures: source memory, exclusion performance, and remember/know judgments.
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In two experiments, subjects experienced either an intervening cued recall test with feedback, or a restudy presentation after initial exposure to a word pair, revealing a benefit for testing as opposed to restudying.
Some effects of remembering on forgetting
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Retrieval-induced forgetting: A developmental study
Two studies examined the possibility of retrieval-induced forgetting by 7-year-olds. Children heard a story while viewing pictures of events mentioned in the story, each highlighting objects drawn
[Durability of retrieval-induced forgetting].
  • K. Tandoh, M. Naka
  • Psychology
    Shinrigaku kenkyu : The Japanese journal of psychology
  • 2007
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