Testing improves long-term retention in a simulated classroom setting

  title={Testing improves long-term retention in a simulated classroom setting},
  author={Andrew C. Butler and Henry L. Roediger},
  journal={European Journal of Cognitive Psychology},
  pages={514 - 527}
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 different type of postlecture activity on each day: studying a lecture summary, taking a multiple choice test, or taking a short answer test. Feedback (correct answers) was provided for half of the responses on the multiple choice and short answer tests. A final comprehensive short answer test was… 
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  • H. Roediger, E. Marsh
  • Education
    Journal of experimental psychology. Learning, memory, and cognition
  • 2005
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