Testing effect - Knowledge

339:

feedback is given as to the correct answers once the pre-testing phase is completed or further study is undertaken. Pre-testing has been shown to aid learning in both laboratory. and classroom settings. In terms of specific examples, pre-testing appears to be a beneficial strategy in language learning, science classrooms generally, and specifically with lower ability learners in Chemistry. Pre-testing also seems to be a good way of introducing a lecture series and reduces mind-wandering during lectures. However, while some studies show that it does not seem to be as effective as post testing overall, others show that it is at least as effective as post-testing. The pre-testing effect does appear to be more target focused on the specific material to be learned and should not be seen as correlated with more generalised

169:"On the matter of sheer repetitive drill there is another principle of the highest importance: Active repetition is very much more effective than passive repetition. ... there are two ways of introducing further repetitions. We may re-read this list: this is passive repetition. We may recall it to mind without reference to the text before forgetting has begun: this is active repetition. It has been found that when acts of reading and acts of recall alternate, i.e., when every reading is followed by an attempt to recall the items, the efficiency of learning and retention is enormously enhanced." 31: 6267: 275:. Learning a language was better when using unfamiliar words compared to familiar words, supporting higher difficulty resulting in greater learning. The difficulty relates to the likelihood of forgetting as the harder it is to remember, the more likely you are to remember and retain the information supporting the notion that more effort is required for longer lasting retention similar to the depth of processing at encoding. Therefore, lack of effort from students studying could be a factor that reduces its efficiency. 356:

Retrieval helps with mental organization which can work well with concept mapping. Multimedia testing can be used alongside flashcards as a method of retrieval practice but removing cards too early can result in lower long term retention. Individuals may not correctly interpret the outcome of practice cards contributing to dropped cards which impact future retrieval attempts therefore resulting in lower results due to increased forgetting.

150:"A curious peculiarity of our memory is that things are impressed better by active than by passive repetition. I mean that in learning (by heart, for example), when we almost know the piece, it pays better to wait and recollect by an effort from within, than to look at the book again. If we recover the words in the former way, we shall probably know them the next time; if in the latter way, we shall very likely need the book once more." 132:"But concerning the ideas themselves, it is easy to remark, that those that are oftenest refreshed (amongst which are those that are conveyed into the mind by more ways than one) by a frequent return of the objects or actions that produce them, fix themselves best in the memory, and remain clearest and longest there." 343:. While the strategy has been demonstrated to have learning benefits across different age groups and subject matters, it also appears to be more suited for more concrete material such as learning facts and concepts. It can be used with a variety of materials, including reading passages, videos, and live lectures. 463:

to suggest the testing effect may disappear with increasing task difficulty due to increased element interactivity. This has been addressed in the literature with studies that show complex learning is benefitted by retrieval practice. Further research has demonstrated that higher-order retrieval does

321:

can make retrieval easier as it reduces the required retrieval strength from an individual which can help short term results, but can hinder long term retrieval overtime due to reduced retrieval demand during practice. Quicker learning can reduce the rate of forgetting for a short period of time, but

245:

Delaying the test after a session can have a greater impact so studying in the day should be tested in the evening with a delay, but studying in the evening should have an immediate test due the effect sleep has on memory. Despite divided attention being thought to decrease the testing effect, if it

218:

is at its strongest with application of theory to practice, inference questions, medical education, and problems involving medical diagnosis. The transfer can occur across domains, paradigms, and help retention for material not on a final test. Using retrieval practices also produces less forgetting

191:

In recent research, storage strength (how well an item is learned) and retrieval strength (how well an item can be retrieved) have become separate measures for retrieval practice. Retrieval strength (also known as recall accuracy) is typically higher for restudied words when tested immediately after

325:

Prior knowledge seems to increase the impact of retrieval practice, but should not be seen as a boundary condition as individuals with higher prior knowledge and individuals with lower prior knowledge both benefit. Pre-testing can be used to get greater results, and the post-testing can be used to

445:

Learning using retrieval practice appears to be one of the most effective methods for promoting transfer of learning. In particular the following three techniques have been identified as particularly beneficial for transfer especially when combined with feedback: i) Implementing broad rather than

338:

The pre-testing effect, also known as errorful generation or pre-questioning, is a related but distinct category where testing material before the material has been learned appears to lead to better subsequent learning performance than would have been the case without the pre-test, provided that

233:

Repeated testing have shown statistical significance and results getting better than repeated studying which could be due to testing creating multiple retrieval routes for memory, allowing individuals to form lasting connections between items, or blocking information together which can help with

355:

alone, retrieval practice is more beneficial, despite students not seeing retrieval practice as a useful learning tool. When combined, learner performance was increased, suggesting concept mapping is a tool that should be combined with retrieval practice alongside other non-verbal responses.

174:

Studies in retrieval practice started in 1987 by John. L Richards, who published his findings in a newspaper in New York. Much of the confusion around early studies could have been due to constrained approaches not accounting for context. In more recent research with contributions from

278:

Increased difficulty shows decreased initial performance but increased performance on harder tests in the future, so retention and transfer suffer less when training is difficult. Even unsuccessful retrieval can enhance learning, as creating the thought helps with retention due to the

192:

practice, whereas tested words were higher as time moves on. This suggests using tests is more beneficial for long-term memory and retrieval which some authors believe is due to limited retrieval success during practice supporting the idea that tests are learning opportunities.

4723: 5749: 5616: 114:"Hence if you read a piece of text through twenty times, you will not learn it by heart so easily as if you read it ten times while attempting to recite it from time to time and consulting the text when your memory fails." 314:

format then the test results are likely to be higher, with a mismatch causing lower results. However, when short-answer tests or essays are used greater gains in results are seen when compared to multiple-choice test

213:

Despite some doubting knowledge transfer across a topic when testing with some studies showing contradictory evidence suggesting recognition was better than recall, inferential thinking has been supported and the

155:

The first documented empirical studies on the testing effect were published in 1909 by Edwina E. Abbott which was followed up by research into the transfer and retrieval of prior learning. In his 1932 book

367:

and imagery for text have been somewhat helpful but the effects are often short lived. However, if each of these methods are integrated with retrieval elements the testing effect is more likely to occur.

446:

narrow retrieval exercises ii) Encouraging meaningful explanations of concepts or topics iii) Using a variety of complexity and formats with questions such as retrieval questions that require inference.

322:

the effect doesn't last as long as more effortful retrieval. Cueing can be seen when encoding new information overlaps with prior knowledge making retrieval easier or from a visual or auditory aid.

183:

and many others, testing knowledge can produce better learning, transfer, and retrieval results when compared to other forms of study that often use recognition like re-reading or highlighting.

1500: 359:

It is advised that students, people in care units and teaching professionals use distributed retrieval practice with feedback to aid their studies. Interleaved practice, self-explanation, and

3792:

Kubik, Veit; Gaschler, Robert; Hausman, Hannah (March 2021). "PLAT 20(1) 2021: Enhancing Student Learning in Research and Educational Practice: The Power of Retrieval Practice and Feedback".

97:

tool since testing prior knowledge is more beneficial for learning when compared to only reading or passively studying material (even more so when the test is more challenging for memory).

2685: 1624: 577: 3928: 913: 5820: 794:

Bae, Christine L.; Therriault, David J.; Redifer, Jenni L. (2018). "Investigating the testing effect: Retrieval as a characteristic of effective study strategies".

3393: 2842:"What Is Learned under Difficult Conditions Is Hard to Forget: Contextual Interference Effects in Foreign Vocabulary Acquisition, Retention, and Transfer" 5589: 3098:"When does retrieval induce forgetting and when does it induce facilitation? Implications for retrieval inhibition, testing effect, and text processing" 1731:

Halamish, Vered; Bjork, Robert A. (2011). "When does testing enhance retention? A distribution-based interpretation of retrieval as a memory modifier".

506: 464:

not need to be based on a lower-level factual recall, and that from the beginning of the learning period, both should be combined for best effect.

90:, defined in the APA Dictionary of Psychology as "any change or improvement that results from practice or repetition of task items or activities." 4225:"The Value of Applied Research: Retrieval Practice Improves Classroom Learning and Recommendations from a Teacher, a Principal, and a Scientist" 5493: 2724: 2403: 1663: 5961:"Regarding Class Quizzes: a Meta-analytic Synthesis of Studies on the Relationship Between Frequent Low-Stakes Testing and Class Performance" 198:

suggests that retrieval practice strengthens subsequent retention of learning through a "dual action" affecting the anterior and posterior

6198: 420:

A meta-analysis found the following links between frequent low-stakes quizzes in real classes and improved student academic performance:

546: 105:

Before much experimental evidence had been collected, the utility of testing was already evident to some perceptive observers including

626: 363:

can be useful but need more research. Summarization can be useful for individuals trained how to use to get the most from it. Keyword

4501:"Answer First or Google First? Using the Internet in ways that Enhance, not Impair, One's Subsequent Retention of Needed Information" 267:, "difficult but successful retrievals are better for memory than easier successful retrievals" which supports the idea of finding a 238:

has shown an increase on the testing effect with a greater impact with a delay in testing, but the delay could lead to forgetting or

3394:"Testing the retrieval effort hypothesis: Does greater difficulty correctly recalling information lead to higher levels of memory?" 500: 6030:"Not New, but Nearly Forgotten: the Testing Effect Decreases or even Disappears as the Complexity of Learning Materials Increases" 4724:"Influence of practice tests on the accuracy of predicting memory performance for paired associates, sentences, and text material" 4329:"Impoverished cue support enhances subsequent retention: support for the elaborative retrieval explanation of the testing effect" 655:"Improving students' learning with effective learning techniques: Promising directions from cognitive and educational psychology" 124: 93:

Cognitive psychologists are working with educators to look at how to take advantage of tests—not as an assessment tool, but as a

5647:"Retrieval Practice Consistently Benefits Student Learning: a Systematic Review of Applied Research in Schools and Classrooms" 210:

capacity, don't seem to have any negative impacts of the testing effect, with a greater impact for lower ability individuals.

5626: 5599: 4735: 3938: 735: 195: 2257:"Problem-oriented training promotes spontaneous analogical transfer: memory-oriented training promotes memory for training" 944: 2983:

Mulligan, N. W.; Peterson, D. J. (2015). "The negative testing and negative generation effects are eliminated by delay".

3424: 759: 954: 864: 4384:

Carpenter, S.K. (2009). "Cue Strength as a Moderator of the Testing Effect: The Benefits of Elaborative Retrieval".

1817:"Retrieval practice facilitates learning by strengthening processing in both the anterior and posterior hippocampus" 5123:"Prequestioning and Pretesting Effects: A Review of Empirical Research, Theoretical Perspectives, and Applications" 4722:

Dunlosky, John; Rawson, Katherine A.; McDonald, Susan L. (2002), Schwartz, Bennett L.; Perfect, Timothy J. (eds.),

6461: 6191: 5003:"Pretesting versus posttesting: Comparing the pedagogical benefits of errorful generation and retrieval practice" 4638:"Pretesting versus posttesting: Comparing the pedagogical benefits of errorful generation and retrieval practice" 2314:"Retrieval-induced facilitation: initially nontested material can benefit from prior testing of related material" 303: 302:

The test format doesn't seem to impact the results as it is the process of retrieval that aids the learning but

249:

The rate of forgetting is not affected by the speed or degree of learning but by the type of practice involved.

5927:

Roediger III, Henry L.; Putnam, Adam L.; Smith, Megan A. (2011-01-01), Mestre, Jose P.; Ross, Brian H. (eds.),

5172:"Further evidence that concept mapping is not better than repeated retrieval as a tool for learning from texts" 2108:

Butler, A.C. (2010). "Repeated testing produces superior transfer of learning relative to repeated studying".

5549:

McDaniel, Mark A.; Agarwal, Pooja K.; Huelser, Barbie J.; McDermott, Kathleen B.; Roediger, Henry L. (2011).

4944:

Latimier, Alice; Riegert, Arnaud; Peyre, Hugo; Ly, Son Thierry; Casati, Roberto; Ramus, Franck (2019-09-24).

2359:

Toppino, T. C.; Cohen, M. S. (2009). "The testing effect and the retention interval: Questions and answers".

654: 219:

than studying and restudying while helping to identify misconceptions and errors with effects lasting years.

17: 6394: 2145:"Retrieval practice is an efficient method of enhancing the retention of anatomy and physiology information" 1405:"Metacognitive strategies in student learning: do students practise retrieval when they study on their own?" 1815:

Wiklund-Hörnqvist, Carola; Stillesjö, Sara; Andersson, Micael; Jonsson, Bert; Nyberg, Lars (January 2021).

239: 142: 6134:"Retrieval practice & Bloom's taxonomy: Do students need fact knowledge before higher order learning?" 5551:"Test-enhanced learning in a middle school science classroom: The effects of quiz frequency and placement" 123:

made a similar observation regarding the importance of repeated retrieval for retention in his 1689 book "

5928: 4499:

Giebl, Saskia; Mena, Stefany; Storm, Benjamin C.; Bjork, Elizabeth Ligon; Bjork, Robert A. (2021-03-01).

3874:"Repeated testing improves long-term retention relative to repeated study: a randomised controlled trial" 1688:

Toppino, Thomas C.; Cohen, Michael S. (1 January 2009). "The Testing Effect and the Retention Interval".

1503:" _From learning processes to cognitive processes: Essays in honor of William K. Estes_ 2 (1992): 35-67. 283:. Like with processing time, it is the qualitative nature of the information that determines retention. 6184: 774: 38: 5418: 4444: 3700:"Optimal potentiating effects and forgetting-prevention effects of tests in paired-associate learning" 3603: 3265: 3019: 2841: 1517: 290:

for the test combined with feedback is more beneficial than studying or testing without feedback. The

5057: 1922: 1745: 881: 360: 5772:"How to learn effectively in medical school: test yourself, learn actively, and repeat in intervals" 5056:

Hollins, Timothy J.; Seabrooke, Tina; Inkster, Angus; Wills, Andy; Mitchell, Chris J. (2023-02-07).

3849: 3154: 2461:"Feedback enhances the positive effects and reduces the negative effects of multiple-choice testing" 976: 527: 1306: 780: 5492:

Cooper, Avraham Z.; Verbeck, Nicole; McCallister, Jennifer W.; Spitzer, Carleen R. (2020-12-01).

5171: 4898: 4860:"The Testing Effect: An Intervention on Behalf of Low-Skilled Comprehenders in General Chemistry" 4692: 3739:"The effect of testing versus restudy on retention: a meta-analytic review of the testing effect" 3097: 2516:

Bangert-Drowns, Robert L.; Kulik, Chen-Lin C.; Kulik, James A.; Morgan, MaryTeresa (1991-06-01).

490: 472:

It has been suggested that as most studies on the impact of retrieval practice were conducted in

330:

Pre-test or practice test accuracy doesn't predict post test results as time affects forgetting

5494:"Incorporating Retrieval Practice Into Intensive Care Unit Teaching Rounds: A Feasibility Study" 5146: 5058:"Pre-testing effects are target-specific and are not driven by a generalised state of curiosity" 3509: 5889: 3844: 3354: 3149: 1777: 1740: 3835:

Agarwal; et al. (2007). "Examining the Testing Effect with Open- and Closed-Book Tests".

3132:

Karpicke, J. D.; Roediger, H. L. (2008). "The critical importance of retrieval for learning".

3058: 1923:"Benefits from retrieval practice are greater for students with lower working memory capacity" 725: 534: 430:

This association was stronger in all classes when quiz performance could improve class grades.

6451: 4074:

Yang, Chunliang; Luo, Liang; Vadillo, Miguel A.; Yu, Rongjun; Shanks, David R. (April 2021).

4011:"Enhancing learning and retrieval of new information: a review of the forward testing effect" 272: 180: 4897:

Pan, Steven C.; Schmitt, Alexandra G.; Bjork, Elizabeth Ligon; Sana, Faria (December 2020).

3020:"On interpreting the effects of repetition: Solving a problem versus remembering a solution" 1558:

van den Broek, Gesa S. E.; Segers, Eliane; Takashima, Atsuko; Verhoeven, Ludo (2014-10-03).

48:. First, only the question is displayed. Then the answer is displayed too, for verification. 6343: 4858:

Pyburn, Daniel T.; Pazicni, Samuel; Benassi, Victor A.; Tappin, Elizabeth M. (2014-12-09).

4022: 3194: 3141: 2881:"Retrieval practice produces more learning than elaborate studying with concept of mapping" 2751:"Stimulus meaningfulness and paired-associate transfer: an encoding variability hypothesis" 287: 268: 258: 215: 6008:"Retrieval Practice And Transfer Of Learning Fostering Students' Application Of Knowledge" 2144: 1872:

Bertilsson, Frida; Stenlund, Tova; Wiklund-Hörnqvist, Carola; Jonsson, Bert (March 2021).

1560:"Do testing effects change over time? Insights from immediate and delayed retrieval speed" 30: 8: 6256: 4129:

Roediger, Henry L.; Agarwal, Pooja K.; McDaniel, Mark A.; McDermott, Kathleen B. (2011).

1874:"Retrieval Practice: Beneficial for All Students or Moderated by Individual Differences?" 4176:

McDaniel, Mark A.; Anderson, Janis L.; Derbish, Mary H.; Morrisette, Nova (2007-07-01).

4026: 3145: 2930:"The testing effect in free recall is associated with enhanced organizational processes" 837: 6410: 6379: 6163: 6114: 6067: 5988: 5960: 5940: 5870: 5796: 5771: 5731: 5674: 5526: 5279: 5187: 5103: 5038: 5002: 4978: 4945: 4926: 4793: 4757: 4673: 4637: 4571: 4547: 4528: 4366: 4309: 4252: 4205: 4111: 4075: 4051: 4010: 3991: 3909: 3817: 3774: 3675: 3642: 3537: 3487: 3416: 3335: 3222: 3175: 2965: 2910: 2716: 2639:"Repeated testing produces superior transfer of learning relative to repeated studying" 2545: 2498: 2436: 2384: 2294: 2237: 2180: 2090: 2005: 1958: 1921:

Agarwal, Pooja K.; Finley, Jason R.; Rose, Nathan S.; Roediger, Henry L. (2017-07-03).

1903: 1849: 1816: 1713: 1655: 1605: 1440: 1342: 1307:"The Power of Testing Memory: Basic Research and Implications for Educational Practice" 1207: 1155: 1043: 964: 819: 807: 682: 618: 540: 516: 5929:"Chapter One - Ten Benefits of Testing and Their Applications to Educational Practice" 5646: 4460: 3619: 3281: 3035: 2797: 1226: 6389: 6318: 6266: 6221: 6207: 6155: 6106: 6086: 6071: 6059: 6007: 5992: 5980: 5909: 5862: 5801: 5783: 5723: 5715: 5678: 5666: 5622: 5595: 5570: 5550: 5531: 5513: 5474: 5438: 5342: 5322: 5271: 5263: 5222: 5202: 5170:

Lechuga, M. Teresa; Ortega-Tudela, Juana M.; Gómez-Ariza, Carlos J. (December 2015).

5107: 5095: 5087: 5042: 5030: 5022: 4983: 4965: 4930: 4918: 4879: 4840: 4832: 4812: 4785: 4777: 4731: 4693:"When retrieval practice promotes new learning – The critical role of study material" 4677: 4665: 4657: 4618: 4610: 4575: 4563: 4532: 4520: 4464: 4401: 4358: 4350: 4301: 4293: 4256: 4244: 4209: 4197: 4158: 4150: 4130: 4115: 4103: 4095: 4076:"Testing (quizzing) boosts classroom learning: A systematic and meta-analytic review" 4056: 4038: 3983: 3975: 3971: 3934: 3901: 3893: 3889: 3821: 3809: 3766: 3758: 3719: 3699: 3680: 3662: 3623: 3584: 3576: 3529: 3479: 3471: 3374: 3327: 3285: 3226: 3214: 3167: 3078: 3039: 3000: 2957: 2949: 2914: 2902: 2861: 2817: 2813: 2778: 2770: 2708: 2704: 2666: 2658: 2616: 2608: 2549: 2537: 2490: 2482: 2441: 2423: 2376: 2341: 2333: 2286: 2278: 2229: 2221: 2172: 2164: 2125: 2082: 2043: 2009: 1997: 1950: 1942: 1907: 1895: 1854: 1836: 1797: 1758: 1705: 1647: 1643: 1597: 1589: 1537: 1479: 1432: 1424: 1385: 1361: 1334: 1326: 1322: 1287: 1246: 1242: 1199: 1147: 1108: 1100: 1035: 950: 860: 823: 811: 731: 686: 674: 610: 307: 280: 235: 228: 6167: 6118: 5283: 4370: 4313: 3778: 3491: 3420: 2969: 2720: 2502: 2298: 2241: 2184: 1659: 1609: 1444: 1211: 653:

Dunlosky, J.; Rawson, K. A.; Marsh, E. J.; Nathan, M. J.; Willingham, D. T. (2013).

622: 6236: 6145: 6098: 6049: 6041: 5972: 5936: 5901: 5854: 5791: 5735: 5705: 5658: 5562: 5521: 5505: 5430: 5369: 5334: 5253: 5214: 5183: 5077: 5069: 5014: 4973: 4957: 4910: 4871: 4824: 4797: 4769: 4704: 4649: 4602: 4555: 4512: 4456: 4393: 4340: 4283: 4236: 4189: 4142: 4087: 4046: 4030: 3995: 3967: 3913: 3885: 3854: 3801: 3750: 3711: 3670: 3654: 3615: 3568: 3541: 3521: 3461: 3408: 3366: 3319: 3277: 3206: 3159: 3109: 3070: 3031: 2992: 2941: 2892: 2853: 2809: 2762: 2700: 2650: 2600: 2529: 2472: 2431: 2415: 2388: 2368: 2325: 2268: 2211: 2156: 2117: 2074: 2035: 1989: 1962: 1934: 1885: 1844: 1828: 1789: 1750: 1717: 1697: 1639: 1579: 1571: 1529: 1471: 1416: 1377: 1346: 1318: 1277: 1238: 1189: 1139: 1092: 1027: 991:"Experiments as the relative efficiency of men and women in memory & reasoning" 925: 803: 666: 600: 592: 433:

Students doing well on quizzes tended to lead to students doing well on final exams

73: 5073: 1938: 294:

method has been proposed as a method to combine retrieval practice with feedback.

6456: 6425: 6420: 6415: 6303: 6283: 4914: 3658: 3179: 1575: 311: 202:

regions of the brain. This could support findings that individual differences in

161: 86: 41: 5394:"How do we know that we know? The accessibility model of the feeling of knowing" 5393: 5362:"Repeated retrieval during learning is the key to enhancing long-term retention" 5297: 4899:"Pretesting reduces mind wandering and enhances learning during online lectures" 4419: 3643:"The generation effect: activating broad neural circuits during memory encoding" 3525: 3240: 2329: 1518:"Why tests appear to prevent forgetting: A distribution-based bifurcation model" 1096: 990: 476:

countries, this could cause a bias which should be explored in further studies.

6275: 6251: 6226: 5976: 5905: 5662: 4131:"Test-enhanced learning in the classroom: Long-term improvements from quizzing" 3370: 2564:"Test-enhanced learning in the classroom: Long-term improvements from quizzing" 2372: 1793: 1701: 1559: 596: 512: 460: 207: 6102: 6045: 5710: 5693: 5509: 5434: 4961: 4708: 4240: 4193: 4034: 3412: 3113: 3074: 2533: 2419: 2404:"Additional Benefits of Incorporating Retrieval Practice Into Teaching Rounds" 1993: 1533: 1475: 1420: 553: 6445: 6384: 6323: 6159: 6110: 6063: 5984: 5913: 5866: 5787: 5719: 5670: 5574: 5517: 5478: 5442: 5346: 5267: 5226: 5091: 5026: 4969: 4922: 4883: 4859: 4836: 4813:"The pretesting effect: Do unsuccessful retrieval attempts enhance learning?" 4781: 4661: 4614: 4567: 4524: 4516: 4468: 4354: 4297: 4248: 4201: 4154: 4099: 4042: 3979: 3897: 3813: 3805: 3762: 3723: 3666: 3627: 3580: 3533: 3475: 3378: 3331: 3289: 3241:"Normal forgetting of verbal lists as a function of their degree of learning" 3218: 3210: 3082: 3043: 2953: 2865: 2821: 2774: 2662: 2612: 2563: 2541: 2486: 2427: 2337: 2282: 2225: 2168: 2160: 2086: 2001: 1946: 1899: 1890: 1873: 1840: 1801: 1593: 1541: 1483: 1428: 1389: 1330: 1250: 1151: 1104: 1039: 815: 751: 670: 424:

There was an association between the use of quizzes and academic performance.

402: 138: 106: 45: 6029: 5361: 4590: 4224: 4177: 3955: 3873: 3738: 3556: 3163: 2897: 2880: 2638: 2588: 2517: 2313: 2026:

Mulligan, N. W.; Picklesimer, M (2016). "Attention and the testing effect".

1977: 1459: 1404: 1080: 5805: 5727: 5535: 5373: 5275: 5099: 5034: 4987: 4844: 4789: 4669: 4622: 4500: 4405: 4362: 4305: 4162: 4107: 4060: 3987: 3905: 3770: 3684: 3588: 3483: 3171: 3004: 2961: 2906: 2857: 2750: 2712: 2670: 2620: 2494: 2445: 2380: 2345: 2233: 2176: 2129: 2047: 1954: 1858: 1762: 1709: 1651: 1601: 1436: 1338: 1291: 1112: 678: 614: 495: 203: 2782: 2686:"Test-Enhanced Learning: Taking Memory Tests Improves Long-Term Retention" 2290: 1871: 1814: 1625:"Test-Enhanced Learning: Taking Memory Tests Improves Long-Term Retention" 1266:"Generalizing test-enhanced learning from the laboratory to the classroom" 1203: 326:

facilitate learning and memory of newly studied information, known as the

6430: 6298: 5082: 4223:

Agarwal, Pooja K.; Bain, Patrice M.; Chamberlain, Roger W. (2012-09-01).

3647:

Cortex; A Journal Devoted to the Study of the Nervous System and Behavior

352: 318: 199: 176: 5242:"Testing beyond words: using tests to enhance visuospatial map learning" 4443:

Morris, C. Donald; Bransford, John D.; Franks, Jeffery J. (1977-10-01).

2945: 2477: 2460: 2200:"Transfer of test-enhanced learning: Meta-analytic review and synthesis" 141:

described the testing effect in the following section of his 1890 book "

6150: 6133: 5463:"Strengthening the Student Toolbox: Study Strategies to Boost Learning" 5258: 5241: 5018: 4773: 4653: 4559: 4345: 4328: 4288: 4271: 4091: 3930:

Teaching at Its Best: A Research-Based Resource for College Instructors

3466: 3449: 3339: 3307: 2996: 2273: 2256: 2216: 2199: 2094: 2062: 2039: 1584: 1282: 1265: 1194: 1177: 1159: 1127: 1081:"When and where do we apply what we learn? A taxonomy for far transfer" 1047: 1015: 727:

Cognitive Psychology: Connecting Mind, Research and Everyday Experience

605: 120: 6054: 5874: 5842: 5419:"Repeated retrieval during learning is the key to long-term retention" 4875: 2929: 2312:

Chan, Jason C. K.; McDermott, Kathleen B.; Roediger, Henry L. (2006).

1832: 1128:"Review of Information Processing and Cognition: The Loyola Symposium" 6358: 6348: 6293: 6241: 5841:

Rinehart, Steven D.; Stahl, Steven A.; Erickson, Lawrence G. (1986).

5645:

Agarwal, Pooja K.; Nunes, Ludmila D.; Blunt, Janell R. (2021-03-14).

5566: 5338: 5218: 4828: 4606: 4397: 4146: 3858: 3754: 3715: 3572: 2840:

Schneider, Vivian I.; Healy, Alice F.; Bourne, Lyle E. (2002-02-01).

2766: 2654: 2604: 2121: 1754: 1557: 1381: 929: 485: 340: 94: 34: 6176: 5890:"Keyword mnemonic and retention of second-language vocabulary words" 5462: 4483: 3323: 2078: 1403:

Karpicke, Jeffrey D.; Butler, Andrew C.; Roediger, Henry L. (2009).

1366:] as a function of five methods of paired-associate acquisition" 1143: 1031: 6333: 6313: 6308: 5858: 4756:

Carpenter, Shana K.; Rahman, Shuhebur; Perkins, Kyle (March 2018).

4595: