Testing effect
The testing effect is a psychological phenomenon where taking a test on learned material enhances long-term retention of that information. This concept challenges traditional views of learning, which often regarded information retrieval as separate from the learning process. Research indicates that the act of recalling information engages specific brain areas, notably the hippocampus and prefrontal cortex, which play crucial roles in memory formation and retrieval.
Studies have shown that repeated retrieval through testing not only strengthens memory connections but also helps in filtering out irrelevant memories. For instance, experiments demonstrated that students who are tested on material after studying remember more after a delay than those who simply re-read the material. While initial cramming can yield quick recall, spaced testing with intermittent reviews proves more effective for lasting retention.
Practical strategies for leveraging the testing effect include self-testing at intervals and using practice quizzes to reinforce learning. This approach emphasizes that active engagement through retrieval is a powerful tool for enhancing educational outcomes, making it beneficial for students and lifelong learners alike.
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Testing effect
The testing effect is the phenomenon in which taking a test helps one remember the information later. When one recalls the information correctly, testing reinforces learning by increasing retrieval of information.
For centuries, traditional thought about learning was that an individual added information to one's mental space and retrieved the information when it was needed. The process of retrieving the information was thought to be unrelated to learning. In the early twentieth century, however, research focused on retrieving memories. In the twenty-first century, researchers began looking more intently at retrieval and learning.
Overview
The mental process of creating memories is described as encoding. The process of finding those memories is called retrieval. Researchers have found that retrieval involves areas of the brain that connect and inhibit memory. Finding the right memory is important, but so is ignoring other memories. The hippocampus is the memory center, while the prefrontal cortex seems to coordinate retrieval. In one study, researchers studied the activity of rats' brains in familiar settings. A series of rooms held treats, and the rats knew the hiding place was different in each room. Interfering with the prefrontal cortex prevented the rats from inhibiting some memories. They searched all the locations in every room because they could not narrow down their choices.
Retrieving a memory repeatedly makes the memory more accessible by helping the mind build complex connections. In a 2006 study, Henry Roediger and Jeffrey Karpicke had subjects read short educational passages. Subjects in Experiment 1 read them twice and were tested right away; others studied and were tested five minutes, two days, or a week later. The Experiment 2 subjects studied the passage once and took three tests, studied three times and took one test, or studied four times. They took a final exam five minutes or a week later. The Experiment 1 students who studied twice (SS) remembered more five minutes later than the group that studied then was tested (ST). Two days later, more of the ST group retained the information. At one week, the ST group recall was more than twice that of the SS group. Additional studying boosted immediate retrieval of information, but a test increased one's ability to retrieve information long term. The Experiment 2 subjects who studied four times (SSSS) had the greatest retention after five minutes than the three studies/test (SSST) group and the study/three tests (STTT) group. The results were reversed a week later, with the STTT students recalling more of the information.
Students who rely on repeated studying of material—cramming for an exam—are likely to recall more initially. For long-term learning, studying is more effective if information is presented in small batches and reinforced soon after through testing. Studies have found that repetition can be effective if testing is spaced out, according to the American Psychological Association. For example, repeating information in rapid succession helped fewer than 30 percent of test subjects recall a word a week later. Testing students several times, spaced out over a study session, resulted in about 80 percent recall a week later.
Students who are trying to learn material should test themselves two or three times, spaced out, to reinforce retrieval. Other methods include practice worksheets and closed-book quizzes, after which students should check their answers and continue to study.
Bibliography
Brame, Cynthia J., and Rachel Biel. "Test-Enhanced Learning: Using Retrieval Practice to Help Students Learn." Vanderbilt University Center for Teaching, 2015, cft.vanderbilt.edu/guides-sub-pages/test-enhanced-learning-using-retrieval-practice-to-help-students-learn. Accessed 26 Jan. 2025.
Endres, Tino, and Alexander Renkl. "Mechanisms behind the Testing Effect: An Empirical Investigation of Retrieval Practice in Meaningful Learning." Frontiers in Psychology, vol. 6, 2015.
Jensen, Jamie L., et al. "Testing Effect on High-Level Cognitive Skills." CBE Life Sciences Education, vol. 19, no. 3, 1 Sept. 2020, doi.org/10.1187/cbe.19-10-0193. Accessed 26 Jan. 2025.
Malmberg, Kenneth J., et al. "Chapter Eight—Consequences of Testing Memory." Psychology of Learning and Motivation, vol. 61, 2014, pp. 285–313.
Paul, Annie Murphy. "Researchers Find That Frequent Tests Can Boost Learning." Scientific American, 1 Aug. 2015, www.scientificamerican.com/article/researchers-find-that-frequent-tests-can-boost-learning. Accessed 26 Jan. 2025.
Roediger, Henry L. III, and Jeffrey D. Karpicke. "Test-Enhanced Learning." Association for Psychological Science, vol. 17, no. 3, 2006, pp. 249–55.
Toppino, Thomas C., and Emilie Gerbier. "Chapter Four—About Practice: Repetition, Spacing, and Abstraction." Psychology of Learning and Motivation, vol. 60, 2014, pp. 113–89.