Retrieval Practice Effects in a Psychology Lecture: Illustrating the Relevance of Study Design, Item Difficulty, and Selection of Dependent Measures

Abbott, E. E. (1909). On the analysis of the factors of recall in the learning process. Psychological Monographs, 11, 159–177. https://doi.org/10.1037/h0093018
Google Scholar | Crossref Barenberg, J., Dutke, S. (2012). `Testing effect´ und metakognitives monitoring in psychologie-lehrveranstaltungen [testing effect and metacognitive monitoring in psychology courses]. In Krämer, M., Dutke, S., Barenberg, J. (Eds.), Psychologiedidaktik und evaluation IX [didactics of psychology and evaluation IX] (pp. 301–308). Shaker.
Google Scholar Barenberg, J., Dutke, S. (2013). Metacognitive monitoring in university classes: Anticipating a graded vs. a pass-fail test affects monitoring accuracy. Metacognition and Learning, 8(2), 121–143. https://doi.org/10.1007/s11409-013-9098-3
Google Scholar | Crossref Barenberg, J., Dutke, S. (2019). Testing and metacognition: Retrieval practise affects metacognitive monitoring in learning from text. Memory (Hove, England), 27(3), 269–279. https://doi.org/10.1080/09658211.2018.1506481
Google Scholar | Crossref | Medline Barenberg, J., Roeder, U.-R., Dutke, S. (2018). Students’ temporal distributing of learning activities in psychology courses: Factors of influence and effects on the metacognitive learning outcome. Psychology Learning and Teaching, 17(3), 1–15. https://doi.org/10.1177/1475725718769488
Google Scholar Bing, S. B. (1984). Effects of testing versus review on rote and conceptual learning from prose. Instructional Science, 13(2), 193–198. https://doi.org/10.1007/BF00052385
Google Scholar | Crossref Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed). Lawrence Erlbaum Associates.
Google Scholar Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4–58. https://doi.org/10.1177/1529100612453266
Google Scholar | SAGE Journals Dunn, D. S., Saville, B. K., Baker, S. C., Marek, P. (2013). Evidence-based teaching: Tools and techniques that promote learning in the psychology classroom. Australian Journal of Psychology, 65(1), 5–13. https://doi.org/10.1111/ajpy.12004
Google Scholar | Crossref Dutke, S., Barenberg, J. (2015). Easy and informative: Using confidence-weighted true-false items for knowledge tests in psychology courses. Psychology Learning and Teaching, 14(3), 250–259. https://doi.org/10.1177/1475725715605627
Google Scholar | SAGE Journals Faul, F., Erdfelder, E., Buchner, A., Lang, A.-G. (2009). Statistical power analyses using G*power 3.1: Tests for correlation and regression analyses. Behavior Research Methods, 41(4), 1149–1160. https://doi.org/10.3758/BRM.41.4.1149
Google Scholar | Crossref | Medline Goosens, N. A. M. C., Camp, G., Verkoeijen, P. P. J. L., Tabbers, H. K., Bouwmeester, S., Zwaan, R. A. (2016). Distributed practice and retrieval practice in primary school vocabulary learning: A multi-classroom study. Applied Cognitive Psychology, 30(5), 700–712. https://doi.org/10.1002/acp.3245
Google Scholar | Crossref Graesser, A. C., Halpern, D. F., Hakel, M. (2008). 25 Principles of learning. Task Force on Lifelong Learning at Work and at Home.
Google Scholar Halamish, V., Bjork, R. A. (2011). When does testing enhance retention? A distribution-based interpretation of retrieval as a memory modifier. Journal of Experimental Psychology: Learning, Memory, and Cognition, 37(4), 801–812. http://dx.https://doi.org/10.1037/a0023219
Google Scholar | Crossref | Medline Howard, C. R. (2010). Examining the testing effect in an introductory psychology course [PhD Dissertation]. Auburn University, Auburn, AL. Dissertation Abstracts International: Section B. Sciences and Engineering, 71, 7702. https://etd.auburn.edu/handle/10415/2289
Google Scholar Karpicke, J. D., Lehman, M., Aue, W. R. (2014). Retrieval-based learning: An episodic context account. In Ross, B. H. (Ed.), The psychology of learning and motivation (pp. 237–284). Elsevier Academic Press.
Google Scholar Kornell, N., Bjork, R. A., Garcia, M. A. (2011). Why tests appear to prevent forgetting: A distribution-based bifurcation model. Journal of Memory and Language, 65(2), 85–97. https://doi.org/10.1016/j.jml.2011.04.002
Google Scholar | Crossref Moreira, B. F. T., Pinto, T. S. S., Starling, D. S. V., Jaeger, A. (2019). Retrieval practice in classroom settings: A review of applied research. Frontiers in Education, 4, 5. https://doi.org/10.3389/feduc.2019.00005
Google Scholar | Crossref Pashler, H., Bain, P., Bottge, B., Graesser, A., Koedinger, K., McDaniel, M., Metcalfe, J. (2007). Organizing instruction and study to improve student learning (NCER 2007-2004). National Center for Education Research, Institute of Education Sciences, U.S. Department of Education. Retrieved from https://files.eric.ed.gov/fulltext/ED498555.pdf.
Google Scholar Roediger III, H. L., Butler, A. C. (2011). The critical role of retrieval practice in long-term retention. Trends in Cognitive Sciences, 15(1), 20–27. https://doi.org/10.1016/j.tics.2010.09.003
Google Scholar | Crossref | Medline Roediger III, H. L., Karpicke, J. D. (2006). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17(3), 249–255. https://doi.org/10.1111/j.1467-9280.2006.01693.x
Google Scholar | SAGE Journals Roediger III, H. L., Pyc, M. A. (2012). Inexpensive techniques to improve education: Applying cognitive psychology to enhance educational practice. Journal of Applied Research in Memory and Cognition, 1(4), 242–248. https://doi.org/10.1016/j.jarmac.2012.09.002
Google Scholar | Crossref Rowland, C. A. (2014). The effect of testing versus restudy on retention: A meta-analytic review of the testing effect. Psychological Bulletin, 140(6), 1432–1463. https://doi.org/10.1037/a0037559
Google Scholar | Crossref | Medline Schraw, G. (2009). A conceptual analysis of five measures of metacognitive monitoring. Metacognition and Learning, 4(1), 33–45. https://doi.org/10.1007/s11409-008-9031-3
Google Scholar | Crossref Schraw, G., Kuch, F., Gutierrez, A. P. (2013). Measure for measure: Calibrating ten commonly used calibration scores. Learning and Instruction, 24, 48–57. https://doi.org/10.1016/j.learninstruc.2012.08.007
Google Scholar | Crossref Schwieren, J., Barenberg, J., Dutke, S. (2017). The testing effect in the psychology classroom: A meta-analytic perspective. Psychology Learning and Teaching, 16(2), 179–196. https://doi.org/10.1177/1475725717695149
Google Scholar | SAGE Journals Shapiro, A. M., Gordon, L. T. (2012). A controlled study of clicker-assisted memory enhancement in college classrooms. Applied Cognitive Psychology, 26(4), 635–643. https://doi.org/10.1002/acp.2843
Google Scholar | Crossref Taraban, R., Maki, W. S., Rynearson, K. (1999). Measuring study time distributions: Implications for designing computer-based courses. Behavior Research Methods, Instruments, & Computers, 31(2), 263–269. https://doi.org/10.3758/BF03207718
Google Scholar | Crossref | Medline Thiede, K. W., Anderson, M. C. M., Therriault, D. (2003). Accuracy of metacognitive monitoring affects learning of texts. Journal of Educational Psychology, 95(1), 66–73. https://doi.org/10.1037//0022-0663.95.1.66
Google Scholar | Crossref Vojdanoska, M., Cranney, J., Newell, B. R. (2010). The testing effect: The role of feedback and collaboration in a tertiary classroom setting. Applied Cognitive Psychology, 24(8), 1183–1195. https://doi.org/10.1002/acp.1630
Google Scholar | Crossref Winne, P. H., Hadwin, A. F. (1998). Studying as self-regulated learning. In Hacker, D. J. (Ed.), Metacognition in educational theory and practice (pp. 227–304). Erlbaum.
Google Scholar Wissman, K. T., Rawson, K. A., Pyc, M. A. (2012). How and when do students use flashcards? Memory (Hove, England), 20(6), 568–579. https://doi.org/10.1080/09658211.2012.687052
Google Scholar | Crossref | Medline Yang, C., Luo, L., Vadillo, M. A., Yu, R., Shanks, D. R. (2021). Testing (quizzing) boosts classroom learning: A systematic and meta-analytic review. Psychological Bulletin, 147(4), 399–435. https://doi.org/10.1037/bul0000309
Google Scholar | Crossref | Medline

留言 (0)

沒有登入
gif