Difference between revisions of "Testing effect"
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[[Category:Refinement and Fluency]] | [[Category:Refinement and Fluency]] | ||
| − | Probably due the generativity of [[Active | + | 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 21:59, 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
