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Experiment 2 Procedure: Test-Enhanced Learning
- Subjects did not test but studied a passage four times, took one test after studying it three times, or took three tests after studying the material once. They all either took a final test five minutes or one week after their assigned condition. This time the researchers also set out to estimate how many times students in the different conditions actually read each passage.
- Keeping the passages constant, the sample size was increased to 180 Washington University undergraduate students. The researchers were additionally interested in uncovering the students’ own predictions of how well their judgements will correlate with their performance.
- After the initial learning session, they included a questionnaire asking subjects to rate how interesting and readable they found the passage and, in the interest of gathering further data, how well they thought they would remember it on a test one week later.
- After a week in Experiment 2, sixty one percent of students in the repeated testing condition could recall more than forty percent of students in the repeated-study condition.
- Their discovery revealed a pattern between the two experiments: Long-term retention was stronger when the subjects were immediately tested after reading the prose passage as opposed to repeatedly studying the prose passage. The subjects who were re-studying the material experienced poor long-term retention, proving that testing has a powerful effect beyond the process of re-exposing students to material. It was discovered that repeated testing cultivates positive effects for a delayed test, although there are benefits to the repeated study of material shortly after learning
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Updated 2021-01-24
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Psychology
Social Science
Empirical Science
Science