Retrieval Mode Distinguishes the Testing Effect from the Generation Effect.
@article{Karpicke2010RetrievalMD,
title={Retrieval Mode Distinguishes the Testing Effect from the Generation Effect.},
author={Jeffrey D. Karpicke and Franklin Zaromb},
journal={Journal of Memory and Language},
year={2010},
volume={62},
pages={227-239}
}
140 Citations
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It is confirmed that initial testing promotes later retrieval relative to restudying, and it is suggested that adopting pre-retrieval processing in the forms of retrieval mode and retrieval orientation might contribute to these memory enhancements.
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A testing effect occurs when taking a test leads to more durable memory for tested materials, relative to restudying them during the same period of time. In the current study, we examined whether…
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Does Providing Prompts During Retrieval Practice Improve Learning
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Summary
The purpose of this investigation was to identify ways to prompt retrieval practice to make recall even more effective at producing meaningful learning. In two experiments, subjects read…
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The results of the present experiments demonstrate that Butler’s (2010) testing effect in far transfer is robust and focused exposure to key information appears to be a significant factor in this far transfer testing effect.
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Final recall was substantially reduced by DA in the restudy condition but not in the retrieval condition, and this pattern was found for related and unrelated word pairs, with feedback during retrieval practice and without, for immediate as well as delayed final tests.
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Results suggest that, under specific circumstances, overt retrieval may lead to a greater testing effect than that of covert retrieval, but because of small effect sizes, it appears that the testing effect is mainly the result of retrieval processes and that articulation has fairly little to add to its magnitude in a paired-associate learning paradigm.
The origin of the interaction between learning method and delay in the testing effect: The roles of processing and conceptual retrieval organization
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Stable recall in repeated retrieval was accompanied by strong and sustained conceptual organization, whereas organization for repeated study was tenuous and weakened across tests.
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