scholarly journals Does pre-testing promote better retention than post-testing?

2019 ◽  
Vol 4 (1) ◽  
Author(s):  
Alice Latimier ◽  
Arnaud Riegert ◽  
Hugo Peyre ◽  
Son Thierry Ly ◽  
Roberto Casati ◽  
...  
Keyword(s):  
Learning Strategies ◽  
Testing Effect ◽  
Retrieval Practice ◽  
Initial Exposure ◽  
Testing Effects ◽  
Learning Content ◽  
Term Retention ◽  
Reading Condition ◽  
Long Term Retention

Abstract Compared with other learning strategies, retrieval practice seems to promote superior long-term retention. This has been found mostly in conditions where learners take tests after being exposed to learning content. However, a pre-testing effect has also been demonstrated, with promising results. This raises the question, for a given amount of time dedicated to retrieval practice, whether learners should be tested before or after an initial exposure to learning content. Our experiment directly compares the benefits of post-testing and pre-testing relative to an extended reading condition, on a retention test 7 days later. We replicated both post-testing (d = 0.74) and pre-testing effects (d = 0.35), with significantly better retention in the former condition. Post-testing also promoted knowledge transfer to previously untested questions, whereas pre-testing did not. Our results thus suggest that it may be more fruitful to test students after than before exposure to learning content.

Putting action into testing: Enacted retrieval benefits long-term retention more than covert retrieval

2020 ◽  
Vol 73 (12) ◽  
pp. 2093-2105
Author(s):  
Veit Kubik ◽  
Fredrik U Jönsson ◽  
Mario de Jonge ◽  
Artin Arshamian
Keyword(s):  
Memory Retrieval ◽  
Testing Effect ◽  
Recall Test ◽  
Retrieval Practice ◽  
Memory Performance ◽  
Cued Recall ◽  
Term Retention ◽  
Long Term Retention ◽  
Motor Actions

Retrieval practice improves long-term retention. However, it is currently debated if this testing effect can be further enhanced by overtly producing recalled responses. We addressed this issue using a standard cued-recall testing-effect paradigm with verb–noun action phrases (e.g., water the plant) to prompt motor actions as a specifically powerful response format of recall. We then tested whether motorically performing the recalled verb targets (e.g., ?–the plant) during an initial recall test ( enacted retrieval) led to better long-term retention than silently retrieving them ( covert retrieval) or restudying the complete verb–noun phrases ( restudy). The results demonstrated a direct testing effect, in that long-term retention was enhanced for covert retrieval practice compared to restudy practice. Critically, enactment during retrieval further improved long-term retention beyond the effect of covert memory retrieval, both in a congruent noun-cued recall test after 1 week (Experiment 1) and in an incongruent verb-cued recall test of nouns after 2 weeks (Experiment 2). This finding suggests that successful memory retrieval and ensuing enactment contribute to future memory performance in parts via different mechanisms.

scholarly journals Οι μακροχρόνιες επιδράσεις της επαναλαμβανόμενης ανάσυρσης στη μάθηση απαιτητικού εκπαιδευτικού υλικού

2020 ◽  
Vol 22 (2) ◽  
pp. 32
Author(s):  
Μαρία Αμερικάνου ◽  
Ελβίρα Μασούρα ◽  
Βάια Παπαγεωργίου ◽  
Δέσποινα Μωραΐτου
Keyword(s):  
University Students ◽  
Testing Effect ◽  
Retrieval Practice ◽  
The Other ◽  
Practice Group ◽  
Term Retention ◽  
On Line ◽  
Long Term Retention ◽  
First Session

The present study investigated the applications of “testing effect” in education, observing how University Students learn a demanding scientific passage under the condition of retrieval practice. Sixty University Students presented with a long text of 350 words to-be-learned. They all evaluated in two sessions: during the first session all participant read the passage for three times over 7 minutes per time. During the second session half of the student read the passage once more for 7 minutes while the other half asked to recall as many information from the passage as possible. In a final evaluation 5 minutes after the second session all participants asked to recall information from the passage. The same evaluation took place 2 days later and one week later, to estimate the long-term retention of the information. Results revealed that the two groups did not differ on the evaluation 5 minutes or 2 days after the reading/testing of the passage, but they differ significantly on the evaluation that took place a weekafter the first session, with the retrieval practice group to recall more information. Results are on line with the notion that repetition retrieval leads not to better learning but to a durable long-term retention.

Retrieval practice promotes long-term retention irrespective of the placement

2020 ◽  
Author(s):  
alice latimier ◽  
Arnaud Rierget ◽  
Son Thierry Ly ◽  
Franck Ramus
Keyword(s):  
Retention Interval ◽  
Retrieval Practice ◽  
Memory Retention ◽  
Term Retention ◽  
Long Term Retention

The current study aimed at comparing the effect of three placements of the re-exposure episodes on memory retention (interpolated-small, interpolated-medium, postponed), depending on whether retrieval practice or re-reading was used, and on retention interval (one week vs one month).

The role of retrieval practice in memory and analogical problem-solving

2018 ◽  
Vol 72 (4) ◽  
pp. 858-871 ◽  
Author(s):  
Autumn B Hostetter ◽  
Elizabeth A Penix ◽  
Mackenzie Z Norman ◽  
W Robert Batsell ◽  
Thomas H Carr
Keyword(s):  
Problem Solving ◽  
Retrieval Practice ◽  
Analogous Problem ◽  
Sources Of Information ◽  
Term Retention ◽  
Analogical Problem ◽  
Long Term Retention ◽  
Do So

Retrieval practice (e.g., testing) has been shown to facilitate long-term retention of information. In two experiments, we examine whether retrieval practice also facilitates use of the practised information when it is needed to solve analogous problems. When retrieval practice was not limited to the information most relevant to the problems (Experiment 1), it improved memory for the information a week later compared with copying or rereading the information, although we found no evidence that it improved participants’ ability to apply the information to the problems. In contrast, when retrieval practice was limited to only the information most relevant to the problems (Experiment 2), we found that retrieval practice enhanced memory for the critical information, the ability to identify the schematic similarities between the two sources of information, and the ability to apply that information to solve an analogous problem after a hint was given to do so. These results suggest that retrieval practice, through its effect on memory, can facilitate application of information to solve novel problems but has minimal effects on spontaneous realisation that the information is relevant.

How the Amount and Spacing of Retrieval Practice Affect the Short- and Long-Term Retention of Mathematics Knowledge

2019 ◽  
Vol 32 (1) ◽  
pp. 277-295 ◽  
Author(s):  
Keith B. Lyle ◽  
Campbell R. Bego ◽  
Robin F. Hopkins ◽  
Jeffrey L. Hieb ◽  
Patricia A. S. Ralston
Keyword(s):  
Retrieval Practice ◽  
Term Retention ◽  
Mathematics Knowledge ◽  
Short And Long Term ◽  
Long Term Retention

scholarly journals Combining Project Based Learning and Cooperative Learning Strategies in a Geotechnical Engineering Course

2021 ◽  
Vol 11 (9) ◽  
pp. 467
Author(s):  
Francisco Javier Torrijo ◽  
Julio Garzón-Roca ◽  
Guillermo Cobos ◽  
Miguel Ángel Eguibar
Keyword(s):  
Cooperative Learning ◽  
Learning Strategies ◽  
Soft Skills ◽  
Project Based Learning ◽  
Team Working ◽  
Term Retention ◽  
Long Term Retention ◽  
Performance Results ◽  
Direct Feedback

This paper presents the implementation of a learning methodology following a student-centred approach. The methodology is based on the use of project based and cooperative learning and mainly consists of commissioning students to prepare a presentation on a topic of their subject. Students work in groups, and later must deliver a real lecture to their colleagues. The proposed methodology was applied across 7 years and its implementation was monitored via day-to-day observations, annual surveys, the gathering of direct feedback as well as by analysing the students’ academic performance. Results show the ability of the proposed learning methodology to enhance motivation and engagement of students, facilitate the improvement of four soft skills (team-working, practical thinking, effective communication and critical thinking), eliminate absenteeism and facilitate long-term retention of the knowledge and skills acquired in a subject.

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