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Testing Effect 1
The Testing Effect
| Term | Definition |
|---|---|
| Introduction - What is the testing effect? | Focus on retrieval in learning - how testing rather than study improves long term retention and improves test results. |
| Concepts - What is learning and what is rehearsal? | Learning = knowledge encoded and stored that can be recalled Rehearsal = Repeated study / encoding of fact / concept |
| What is the historical legacy? Who were the 'psychological dons'? | Aristotle - Exersize in repeat recall strengthens memory James - Better to wait and recollect Abbot - 1st evidence that retrieval from memory produces these results |
| Was Ebbinghaus correct? What did he find? Explain referencing the results of the two studies | Ebbinghaus - rehearse & encode - tested retrieval to measure learning, repeated found 'the exponential curve' Assumption - learning occurs in study periods - more studying = more learning |
| What were the research questions from the first paper? | 1. What are the effects of repeat encoding 2. How does metacognition relate per condition 3. How does speed of learning relate to forgetting / decay? |
| What was the experimental design for the first paper? | Within subjects 4x1 |
| What were the conditions in the first paper? ST, SnT, STn, SnTn | It is easy to remember by grouping them into the way they relate in the results (x)N = simply denotes that test positive for learning is dropped from suffix whether that be S (study) or T (test) - Anything that lessens T (Tn) leads to less LT retention |
| What distractions were in place in the first study? | 30 second breaks only |
| How was metacognitive awareness measured in the first study? | Each condition group was asked to give an estimate of their final recall performance |
| How did the final test work in the first study? | 15 seconds to recall the English word when presented with the Swahili |
| What was the metacognitive response from the participants from the first study? | They were all the same ANOVA = no sig difference They all thought they would remember about 20 words =/-2 |
| What did the final test results look like for the first study? Descrie how ST & SnT differ from STn and SnTn | ST & SnT both tested on all of the words across all phases and cycles so the words were tested more, this led to ~80% final week recall where the others dropped to ~one third for STn and SnTn |
| What would be a good summary of the research findings from the first study? | Retrieval practice enhanced retention Studying provided low benefit (perhaps not 'no' benefit |
| What impact did speed of learning have in the first study? | No impact |
| How would you describe the participant metacognitive awareness in the first study? | ST & SnT did well and the other conditions did rubbish |
| Limitations? - What were they for the first paper? | Significance of results not reported properly Participant method details not reported well Time interval control not recorded properly |
| What was the most efficient strategy for time and data handling? | SnT - Because testing is maintained BUT study of already learned stripped out to provide more efficient study time requirement. |
Created by:
robhargreaves
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