Difference between revisions of "Testing effect"

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[[Category:Refinement and Fluency]]
 
[[Category:Refinement and Fluency]]
  
Probably due the generativity of [[Active processing]] tests have been shown to be more effective then passive presentation of material.
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Probably due the generativity of [[Active Processing]] tests have been shown to be more effective then passive presentation of material.
  
 
* Carrier, M., & Pashler, H. (1992). The influence of retrieval on retention. Memory & Cognition, 20(6), 633-642.
 
* Carrier, M., & Pashler, H. (1992). The influence of retrieval on retention. Memory & Cognition, 20(6), 633-642.
 
* Karpicke, J. D., & Roediger III, H. L. (2007). Expanding retrieval practice promotes short-term retention, but equally spaced retrieval enhances long-term retention. Journal of Experimental Psychology: Learning, Memory, and Cognition, 33(4), 704-719.
 
* Karpicke, J. D., & Roediger III, H. L. (2007). Expanding retrieval practice promotes short-term retention, but equally spaced retrieval enhances long-term retention. Journal of Experimental Psychology: Learning, Memory, and Cognition, 33(4), 704-719.
 
* Pavlik Jr., P. I. (2006). Understanding and applying the dynamics of test practice and study practice [Electronic Version]. Instructional Science from http://dx.doi.org/10.1007/s11251-006-9013-2
 
* Pavlik Jr., P. I. (2006). Understanding and applying the dynamics of test practice and study practice [Electronic Version]. Instructional Science from http://dx.doi.org/10.1007/s11251-006-9013-2

Revision as of 17:59, 2 December 2007


Probably due the generativity of Active Processing tests have been shown to be more effective then passive presentation of material.

  • Carrier, M., & Pashler, H. (1992). The influence of retrieval on retention. Memory & Cognition, 20(6), 633-642.
  • Karpicke, J. D., & Roediger III, H. L. (2007). Expanding retrieval practice promotes short-term retention, but equally spaced retrieval enhances long-term retention. Journal of Experimental Psychology: Learning, Memory, and Cognition, 33(4), 704-719.
  • Pavlik Jr., P. I. (2006). Understanding and applying the dynamics of test practice and study practice [Electronic Version]. Instructional Science from http://dx.doi.org/10.1007/s11251-006-9013-2