Testing effect - Revision history

Koedinger at 15:06, 18 November 2010

2010-11-18T15:06:15Z

← Older revision		Revision as of 15:06, 18 November 2010
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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.		Probably due to the generativity of [[Active Processing]], tests have been shown to be more effective then passive presentation of material. See also [[Practice at Retrieval]] and [[Learning by problem solving]].

	* 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

PhilPavlik at 21:59, 2 December 2007

2007-12-02T21:59:00Z

← Older revision		Revision as of 21:59, 2 December 2007
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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.		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

PhilPavlik at 21:58, 2 December 2007

2007-12-02T21:58:12Z

← Older revision		Revision as of 21:58, 2 December 2007
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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.		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

PhilPavlik at 21:57, 2 December 2007

2007-12-02T21:57:35Z

← Older revision		Revision as of 21:57, 2 December 2007
Line 3:		Line 3:
	[[Category:Refinement and Fluency]]		[[Category:Refinement and Fluency]]

	Probably due ~~the~~ the generativity of [[active processing]] tests have been shown to be more effective then passive presentation of material.		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

PhilPavlik: New page: Category:Glossary Category:PSLC General Category:Refinement and Fluency Probably due the the generativity of active processing tests have been shown to be more effective t...

2007-12-02T21:54:02Z

New page: Category:Glossary Category:PSLC General Category:Refinement and Fluency Probably due the the generativity of active processing tests have been shown to be more effective t...

New page

[[Category:Glossary]]
[[Category:PSLC General]]
[[Category:Refinement and Fluency]]

Probably due the 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