scholarly journals Using quizzes to improve exam scores

2016 ◽  
Vol 8 ◽  
Author(s):  
Patrick McElroy
Keyword(s):  
Learning Strategies ◽  
Testing Effect ◽  
Multiple Choice ◽  
Long Term Memory ◽  
Negative Consequences ◽  
Exam Scores ◽  
Multiple Choice Exam ◽  
Choice Testing ◽  
Positive Effect

This session will begin with an overview of the testing effect, i.e., the phenomena of retrieval having a positive effect on long-term memory, the testing effect has been demonstrated in a variety of different classroom settings across a range of disciplines. Multiple studies have found that quizzing generally improves long-term retention, and this effect can be enhanced by different quiz formats. Specifically, fill-in-the-blank quizzes result in higher multiple-choice exam scores than multiple-choice quizzes on the same material (examples include McDaniel, Anderson, Derbish, and Morrissette, 2007; Birenbaum, 2007; and Roediger & Marsh, 2005). We will then report on research we’ve conducted at George Mason University on the effect of an intermediate quiz type – fill-in with word bank. The session will continue with a discussion of possible new directions for the current study. The session will conclude with a discussion of the ways instructors from multiple disciplines can incorporate quizzes into their own classes to help their students retain and recall information more effectively. Birenbaum, M. (2007). Assessment and instruction preferences and their relationship with test anxiety and learning strategies. Higher Education, 53(6), 749-768. McDaniel, M.A., Anderson, J.L., Derbish, M.H., & Morrisette, N. (2007). Testing the testing effect in the classroom. European Journal of Cognitive Psychology, 19(405), 494-513. Roediger III, H.L., & Marsh, E.J. (2005). The Positive and Negative Consequences of Multiple-Choice Testing. Journal of Experimental Psychology, 31(5), 1155-1159. 

Depressive symptomatology and learning: Does intermediate testing or restudying the information determine long-term memory retrieval of novel symbols?

2016 ◽  
Vol 33 (S1) ◽  
pp. S412-S412
Author(s):  
V. Giannouli
Keyword(s):  
Retention Interval ◽  
Music Education ◽  
Memory Retrieval ◽  
Testing Effect ◽  
Depressive Symptomatology ◽  
Long Term Memory ◽  
Music Notation ◽  
Testing Time ◽  
Term Memory

IntroductionThere is a hypothesis in cognitive psychology that long-term memory retrieval is improved by intermediate testing than by restudying the information. The effect of testing has been investigated with the use of a variety of stimuli. However, almost all testing effect studies to date have used purely verbal materials such as word pairs, facts and prose passages.ObjectiveHere byzantine music symbol–word pairs were used as to-be-learned materials to demonstrate the generalisability of the testing effect to symbol learning in participants with and without depressive symptoms.MethodFifty healthy (24 women, M age = 26.20, SD = 5.64) and forty volunteers with high depressive symptomatology (20 women, M age = 27.00, SD = 1.04) were examined. The participants did not have a music education. The examination material was completely new for them: 16 byzantine music notation stimuli, paired with a verbal label (the ancient Greek name of the symbol). Half of the participants underwent intermediate testing and the others restudied the information in a balanced design.ResultsResults indicated that there were no statistically significant differences in final memory test performance after a retention interval of 5 minutes for both groups of participants with low and high level depressive symptomatology (P > 0.005). After a retention interval of a week, tested pairs were retained better than repeatedly studied pairs for high and low depressive symptomatology groups (P < 0.005).ConclusionsThis research suggests that the effect of testing time on later memory retrieval can also be obtained in byzantine symbol learning.Disclosure of interestThe authors have not supplied their declaration of competing interest.

scholarly journals STORING THE INFORMATION INTO LONG TERM MEMORY AND ITS IMPACTS ON LEARNING MATHEMATICS

2013 ◽  
Vol 4 (1) ◽  
pp. 1-9
Author(s):  
Fitriati
Keyword(s):  
Learning Strategies ◽  
Mathematics Learning ◽  
Knowledge Retention ◽  
Memory Storage ◽  
Long Term Memory ◽  
Mathematics Students ◽  
Potential Implication ◽  
Term Memory ◽  
Learning Mathematics

Memory obviously plays an important role in knowledge retention. In particular, when learning mathematics students claim that much of what is taught in classrooms is soon forgotten and learning mathematics is difficult or not interesting. Neuroscience, through its study on long term memory, has tried to identify why these phenomena occur. Then some possible solutions are suggested. Understanding the processes of memory storage including acquisition, consolidation, recoding, storing and retrieval helps teachers to efficiently plan for effective learning activities. Therefore, this paper outlines the potential implication of long term memory to mathematics learning as well as suggests some learning strategies that might solve students‟ and teachers‟ problem in learning mathematics.

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.

Effects of self-regulatory processes on cognitive representation of team-specific tactics in junior male soccer players

2019 ◽  
pp. 13-21
Author(s):  
Gabriela Andrade Vorraber Lawson ◽  
Gerson Américo Janczura ◽  
Heiko Lex
Keyword(s):  
Learning Strategies ◽  
Mental Representation ◽  
Soccer Players ◽  
Long Term Memory ◽  
Cognitive Representation ◽  
Term Memory ◽  
Regulatory Processes ◽  
Tactical Knowledge ◽  
Experimental Group

The present study aims to demonstrate the relationship between cognitive and behavioral variables that configure expert performance by testing if training in self-regulatory processes would affect the organization of tactics mental representation in soccer. A 2 × 2 mixed design was applied, manipulating the level of training in self-regulatory processes between groups and the moment of evaluation within groups. Participants were 13 under-15 year-old male soccer players from Montevideo, Uruguay, with an average of 9.38 years of competitive experience. The experimental group went through 10 individual weekly sessions of training in self-regulatory processes comprising 11 out of 18 self-regulatory processes presented in Zimerman’s Multiphasic Cycle of Self Regulatory Processes. Greater improvement on the cognitive representation of tactics was observed in the experimental group, which revealed more functionally organized clustering of offensive and defensive team-specific tactical concepts in long-term memory after the training. Results showed significant differences in the organization of tactical knowledge in long-term memory due to the participation in a training program on self-regulatory processes focusing on tactical actions in soccer. This study extended the effects of self-regulatory processes, previously evidenced in specific situations in other sports, to the organization of tactics mental representation in soccer. The effects are related to the facilitation of learning processes caused by the use of self-regulatory processes. The systematic application of learning strategies adapted to tactical situations seemed to enable participants to organize tactical knowledge in long-term memory.

A Memória de Longo Prazo e a Análise Sobre sua Função no Processo de Aprendizagem

2018 ◽  
Vol 19 (1) ◽  
pp. 66
Author(s):  
Lia Almeida Mapurunga ◽  
Elcyana Bezerra Elcyana Bezerra Carvalho
Keyword(s):  
Cognitive Psychology ◽  
Learning Strategies ◽  
Long Term Memory ◽  
Term Memory ◽  
Positive Effects ◽  
Bibliographical Survey ◽  
And Function ◽  
The Relationship ◽  
The Brain

A neurociência é uma ciência natural que estuda a função e a estrutura, que compõem o cérebro. A educação, embora tenha outra natureza, tem tido muitos benefícios com as contribuições que a neurociência tem para oferecer. Como o cérebro aprende e por que aprende traz para o ensino o objetivo e a função de criar condições (entre estratégias, recursos e adequação do meio), para que ocorra a aprendizagem. E, para que essa ocorra, é necessário que as funções mentais superiores, como a memória, estejam envolvidas. O objetivo deste estudo consiste em fazer uma revisão de literatura para conhecer a função da memória de longo prazo na aprendizagem, analisar os mecanismos neurobiológicos, que ocorrem durante esse processo e algumas estratégias de aprendizagem, que se utilizam da memória como recurso. Para isso, foi realizado no período de agosto a outubro de 2016, um levantamento bibliográfico nas bases de dados Scielo, Capes, Bireme e Google Acadêmico, buscando artigos científicos, que poderiam trazer alguma contribuição na construção dessa pesquisa. Foram selecionados, preferencialmente, os que continham enfoque na relação entre aprendizagem e memória, tanto na perspectiva da neurociência, quanto da psicologia cognitiva, trazendo argumentos que pudessem  comprovar o entendimento das estratégias de aprendizagem, a partir da memória de longo prazo. Também foram selecionados livros que apresentavam apoio às temáticas discorridas para esse trabalho, possibilitando essa relação. Os resultados apontam que estratégias de aprendizagens, que utilizam a memória, produzem efeitos positivos para a retenção de longo prazo.Palavras-chave: Aprendizagem. Neurociências. Estratégias de Aprendizagem.AbstractNeuroscience is a natural science that studies the function and structure that forms the brain. Although education has another nature, it has had many benefits from the contributions that neuroscience has to offer. How the brain learns and why it learns brings to teaching the intent and function to create conditions (among strategies, resources and suitability to the environment) so that learning can happen. And, for it to occur, it is  necessary that higher mental functions, such as memory, beinvolved. The purpose of this study is to do a literature review to get to know the function of long-term memory on the learning process, to analyze the neurobiological mechanisms that happen during that process, and some learning strategies that use memory as a resource. Therefore a bibliographical survey was conducted at the databases Scielo, Capes, Bireme and Academic Google, from August to October 2016, searching for scientific articles that could contribute somehow on the construction of this research. The articles that used the neuroscience perspective or the cognitive psychology to focus on the relationship  between learning and memory were chosen, preferentially those whose arguments could prove the  learning strategies understanding about he long-term memory. Books supporting the themes discussed for this work were also selected, creating, therefore, a relationship. The results show that learning strategies that use memory have positive effects for long-term retention.Keywords: Learning. Neuroscience. Learning Strategies.

scholarly journals A pathological analysis of barriers to vocabulary learning and teaching

2018 ◽  
Vol 10 (4) ◽  
pp. 350-354
Author(s):  
Fahimeh Farjami
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Vocabulary Learning ◽  
Long Term Memory ◽  
Teaching Techniques ◽  
Learning And Teaching ◽  
New Words ◽  
Mnemonic Devices

Learning a foreign or second language at different levels of proficiency involves the acquisition of a great number of words. Language learners look for effective ways to increase opportunities for retaining new words in long-term memory, but forgetting is a common problem. Language learners often complain that they forget new words soon after learning them. The importance of vocabulary learning also poses some challenges for teachers. They like to know in what ways instructional programs might foster the acquisition of so many words. Students face some obstacles when they try to assign the vocabularies to their long term memories. They also confront insumountable hurdles in the cognitive process of retrieval and recall. In this discussion, learners’ problems in vocabulary leaning are elaborated on and some guidelines are offered to ameliorate or even to remove them. It introduces language learning strategies that make vocabulary learning interesting and easy for learners. It also familiarizes teachers with useful techniques and activities for presentation. Ideas and viewpoints put forward by distinguished scholars such as Baker,Nation, Ausuble, Uberman, Thompson, Carter, Moras, Schmitt, Richards,Celce-Murcia, Chastain are utilized to substantiate the arguments. The purpose of this study is to present practical vocabulary learning strategies that can help learners and to offer influential teaching techniques and activities, which are of help to the teachers. A misconception analysis of teachers’ and students’ attitudes to vocabulary learning is carried out in terms of learning strategies, dictionary use, input, intake, output, affective variables, mnemonic devices, declarative and procedural memories. The relevant instructional points will be given to EFL teachers to enormously increase the efficiency of their teaching techniques and strategies in terms of students’ vocabulary learning and vocabulary expansion.   Keywords: vocabulary learning, forgetting, memory, mnemonic devices, input, intake, output

On the Robustness of the Quizzing Effect under Real Teaching Conditions

2015 ◽  
Vol 29 (2) ◽  
pp. 109-114
Author(s):  
Tilmann Betsch ◽  
Nancy Quittenbaum ◽  
Manfred Lüders
Keyword(s):  
Testing Effect ◽  
Short Term Memory ◽  
Field Studies ◽  
Long Term Memory ◽  
Student Interactions ◽  
Term Memory ◽  
Teacher Student ◽  
Teacher Student Interactions ◽  
Quasi Experimental

Lab experiments and field studies showed that studying improves short-term memory, whereas active retrieval improves long-term memory – a phenomenon known as the quizzing (or testing) effect. In a quasi-experimental field study with four elementary school classes (18 < n < 22) and a pretest – posttest (5 min after the intervention) – posttest (6 weeks later) design, we tested the robustness of the quizzing effect under real conditions involving verbal teacher-student interactions in geometry lessons on symmetry in elementary schoolers. Results showed that re-studying compared to active retrieval (quizzing) enhanced learning more when measured directly after the lessons. This pattern revered when knowledge was measured six weeks later, demonstrating that the quizzing effect was robust. Moreover, long-term memory generally increased after six weeks. Limitations of the quasi-experimental approach are discussed.

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