Quizzing in Middle-School Science: Successful Transfer Performance on Classroom Exams

  title={Quizzing in Middle-School Science: Successful Transfer Performance on Classroom Exams},
  author={Mark A. McDaniel and Ruthann C. Thomas and Pooja K. Agarwal and Kathleen B. McDermott and Henry L. Roediger},
  journal={Applied Cognitive Psychology},
Summary: We examined whether learning from quizzing arises from memorization of answers or fosters more complete understanding of the quizzed content. In middle-school science classes, we spaced three multiple-choice quizzes on content in a unit. In Experiment 1, the class exams included questions given on quizzes, transfer questions targeting the same content, and content that had not been quizzed (control content). The quizzing procedure was associated with significant learning benefits with… 

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