Please use this identifier to cite or link to this item:
https://doi.org/10.1037/edu0000074
DC Field | Value | |
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dc.title | Testing With Feedback Yields Potent, but Piecewise, Learning of History and Biology Facts | |
dc.contributor.author | Pan, Steven C | |
dc.contributor.author | Gopal, Arpita | |
dc.contributor.author | Rickard, Timothy C | |
dc.date.accessioned | 2022-07-13T07:17:37Z | |
dc.date.available | 2022-07-13T07:17:37Z | |
dc.date.issued | 2016-05-01 | |
dc.identifier.citation | Pan, Steven C, Gopal, Arpita, Rickard, Timothy C (2016-05-01). Testing With Feedback Yields Potent, but Piecewise, Learning of History and Biology Facts. JOURNAL OF EDUCATIONAL PSYCHOLOGY 108 (4) : 563-575. ScholarBank@NUS Repository. https://doi.org/10.1037/edu0000074 | |
dc.identifier.issn | 00220663 | |
dc.identifier.issn | 19392176 | |
dc.identifier.uri | https://scholarbank.nus.edu.sg/handle/10635/228401 | |
dc.description.abstract | Does correctly answering a test question about a multiterm fact enhance memory for the entire fact? We explored that issue in 4 experiments. Subjects first studied Advanced Placement History or Biology facts. Half of those facts were then restudied, whereas the remainder were tested using "5 W" (i.e., who, what, when, where, or why) or analogous questions. Each question assessed a specific critical term of the fact. In the first 3 experiments, 1 test question was posed per tested fact; in the fourth experiment, up to 3 different test questions were posed per tested fact. After a delay of at least 24 hr, a final test involved questions that assessed the same terms that were tested during training, as well as questions that assessed a different term from that previously tested. Results showed that testing produced piecewise fact learning: Tested terms benefited relative to restudy, but untested terms did not. That pattern held when either fill-in-the-blank or multiple-choice questions were used during training, when 1 or 2 test trials were used during training, for both history and biology facts, and when more than 1 term from each fact was tested during training. Thus, across a range of circumstances, taking tests on complex facts results in a selective memory benefit for tested terms. In analogous applied settings, testing on multiple response terms should promote more comprehensive retention. | |
dc.language.iso | en | |
dc.publisher | AMER PSYCHOLOGICAL ASSOC | |
dc.source | Elements | |
dc.subject | Social Sciences | |
dc.subject | Psychology, Educational | |
dc.subject | Psychology | |
dc.subject | memory | |
dc.subject | testing effect | |
dc.subject | transfer | |
dc.subject | cognitive processes | |
dc.subject | fact learning | |
dc.subject | BASIC ARITHMETIC SKILLS | |
dc.subject | MULTIPLE-CHOICE TESTS | |
dc.subject | LONG-TERM RETENTION | |
dc.subject | RETRIEVAL PRACTICE | |
dc.subject | CUED-RECALL | |
dc.subject | CLASSROOM | |
dc.subject | MEMORY | |
dc.subject | ENHANCE | |
dc.type | Article | |
dc.date.updated | 2022-07-11T07:27:42Z | |
dc.contributor.department | PSYCHOLOGY | |
dc.description.doi | 10.1037/edu0000074 | |
dc.description.sourcetitle | JOURNAL OF EDUCATIONAL PSYCHOLOGY | |
dc.description.volume | 108 | |
dc.description.issue | 4 | |
dc.description.page | 563-575 | |
dc.published.state | Published | |
Appears in Collections: | Elements Staff Publications |
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File | Description | Size | Format | Access Settings | Version | |
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2015 Pan Gopal Rickard - testing piecewise facts.pdf | 322.86 kB | Adobe PDF | CLOSED | Published | ||
R220712n45.pdf | 202.87 kB | Adobe PDF | OPEN | Post-print | View/Download |
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