You are here:

Investigating the testing effect: Retrieval as a characteristic of effective study strategies
ARTICLE

, Virginia Commonwealth University, United States ; , University of Florida, United States ; , Western Kentucky University, United States

Learning and Instruction Volume 60, Number 1, ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

Presently, the most common approach to examining the testing effect is using a free recall form of retrieval practice. In this experiment, we compared free recall to other retrieval-based study strategies including practice quizzing, test-generation, and keyword. We also examined the possible benefit of coupling these retrieval-based strategies with free recall. A total of 338 undergraduates were randomly assigned to one of the nine conditions: a repeated retrieval (study-test) learning condition paired with one of the four retrieval-based strategies, a single retrieval (study-study) learning condition paired with a retrieval-based strategy, or a rehearsal (study-study-study) condition. Following a 7-day delay, students completed a test assessing retention of information learned. There was a significant interaction between learning condition (repeated vs. single retrieval practice) and type of retrieval-based strategy. Free recall and practice quizzing were the most effective types of retrieval practice, and coupling testgeneration and practice quizzing with free recall led to significant benefits in performance.

Citation

Bae, C.L., Therriault, D.J. & Redifer, J.L. (2019). Investigating the testing effect: Retrieval as a characteristic of effective study strategies. Learning and Instruction, 60(1), 206-214. Elsevier Ltd. Retrieved November 22, 2019 from .

This record was imported from Learning and Instruction on March 15, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2017.12.008

Keywords

References

View References & Citations Map

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References