14 papers · ranked by Valyu relevance
Daniël Lakens
Scientists should be able to provide support for the absence of a meaningful effect. Currently, researchers often incorrectly conclude an effect is absent based a nonsignificant result. A widely recommended approach within a frequentist framework is to test for equivalence. In equivalence tests, such as the two…
Cheng-Hua Bai, Emma K. Bridger, Hubert D. Zimmer, Axel Mecklinger
The enhanced memory performance for items that are tested as compared to being restudied (the testing effect) is a frequently reported memory phenomenon. According to the episodic context account of the testing effect, this beneficial effect of testing is related to a process which reinstates the previously learnt…
Kevin Sigayret, Jean-François Parmentier, Franck Silvestre
The testing effect-whereby retrieving information through testing improves long-term retention more than restudying-is one of the most robust and well-documented phenomena in educational psychology. However, its replicability in online crowdsourced settings remains uncertain. In this paper, we report two preliminary…
Scott H. Fraundorf, Zachary A. Caddick, Timothy J. Nokes-Malach, Benjamin M. Rottman
Although tests and assessments-such as those used to maintain a physician’s Board certification-are often viewed merely as tools for decision-making about one’s performance level, strong evidence now indicates that the experience of being tested is a powerful learning experience in its own right: The act of retrieving…
Sven Greving, Tobias Richter
Review of learned material is crucial for the learning process. One approach that promises to increase the effectiveness of reviewing during learning is to answer questions about the learning content rather than restudying the material (testing effect). This effect is well established in lab experiments. However…
Aaron S. Benjamin, Catarina S. Ferreira, Maria Wimber
Remembering facilitates future remembering. This benefit of practicing by active retrieval, as compared to more passive relearning, is known as the testing effect and is one of the most robust findings in the memory literature. It has typically been assessed using verbal materials such as word pairs, sentences, or…
Bernhard Pastötter, Karl-Heinz T. Bäuml
In the last couple of years, there has been a dramatic increase in laboratory research examining the benefits of recall testing on long-term learning and retention. This work was largely on the backward effect of testing, which shows that retrieval practice on previously studied information, compared to restudy of the…
Jonathan Bufe, Alp Aslan
Previous work has shown that testing can enhance learning and retention of subsequently studied new information. The present study investigated this forward testing effect in spatial memory. In two experiments, participants studied four successively presented 3 × 3 arrays, each composed of the same nine objects. They…
Kristin Wenzel, Marc-André Reinhard
It has often been shown that tests as intentionally hindered and difficult learning tasks increase long-term learning compared to easier tasks. Previous work additionally indicated that higher intelligence might serve as a prerequisite for such beneficial effects of tests. Nevertheless, despite their long-term learning…
Yeray Mera, Nataliya Dianova, Eugenia Marin-Garcia
The pretesting effect suggests that attempting and failing to guess unknown information can improve memory compared to errorless study. A relevant question concerns the optimal timing for providing corrective feedback and administering the final test. This study explored two variables: (1) the timing of feedback after…
Yeray Mera, Nataliya Dianova, Eugenia Marin-Garcia
Retrieval practice, or taking tests after studying, is a highly effective strategy to enhance learning. Furthermore, pretesting, which involves attempting and failing to guess unknown information before studying it, has emerged as a more effective strategy than mere re-studying. These methods exemplify errorful…
Jana Scharfen, Diego Blum, Heinz Holling
As retest effects in cognitive ability tests have been investigated by various primary and meta-analytic studies, most studies from this area focus on score gains as a result of retesting. To the best of our knowledge, no meta-analytic study has been reported that provides sizable estimates of response time (RT)…
Shraddha Parab, Supriya Bhalerao
In terms of selecting a statistical test, the most important question is “what is the main study hypothesis?” In some cases there is no hypothesis; the investigator just wants to “see what is there”. For example, in a prevalence study, there is no hypothesis to test, and the size of the study is determined by how…
Marc Brysbaert
Experimental psychology is witnessing an increase in research on individual differences, which requires the development of new tasks that can reliably assess variations among participants. To do this, cognitive researchers need statistical methods that many researchers have not learned during their training. The lack…