메뉴 건너뛰기




Volumn 19, Issue 3, 2011, Pages 290-304

Testing the limits of testing effects using completion tests

Author keywords

Retrieval processes; Testing effects; Transfer

Indexed keywords

ARTICLE; HUMAN; LEARNING; PSYCHOLOGIC TEST; PSYCHOMOTOR PERFORMANCE; RECALL; TIME;

EID: 79957538844     PISSN: 09658211     EISSN: 14640686     Source Type: Journal    
DOI: 10.1080/09658211.2011.560121     Document Type: Article
Times cited : (57)

References (38)
  • 1
    • 77957041790 scopus 로고
    • On asking people questions about what they are reading
    • In G. H. Bower (Ed.), New York: Academic Press
    • Anderson, R. C., & Biddle, W. B. (1975). On asking people questions about what they are reading. In G. H. Bower (Ed.), The psychology of learning and motivation: Vol. 9 (pp. 89-132). New York: Academic Press.
    • (1975) The Psychology of Learning and Motivation , vol.9 , pp. 89-132
    • Anderson, R.C.1    Biddle, W.B.2
  • 2
    • 0000251648 scopus 로고
    • Memory and metamemory considerationsin the training of human beings
    • In J. Metcalfe & A. Shimamura (Eds.), Cambridge, MA: MIT Press
    • Bjork, R. A. (1994). Memory and metamemory considerationsin the training of human beings. In J. Metcalfe & A. Shimamura (Eds.), Metacognition: Knowing about knowing (pp. 185-205). Cambridge, MA: MIT Press.
    • (1994) Metacognition: Knowing About Knowing , pp. 185-205
    • Bjork, R.A.1
  • 4
    • 77956538431 scopus 로고    scopus 로고
    • Repeated testing produces superior transfer of learning relative to repeated studying
    • Butler, A. C. (2010). Repeated testing produces superior transfer of learning relative to repeated studying. Journal of Experimental Psychology: Learning, Memory, Cognition, 36, 1118-1133.
    • (2010) Journal of Experimental Psychology: Learning, Memory, Cognition , vol.36 , pp. 1118-1133
    • Butler, A.C.1
  • 5
    • 34347382325 scopus 로고    scopus 로고
    • Testing improves long-term retention in a simulated classroom setting
    • Butler, A. C., & Roediger, H. L. (2007). Testing improves long-term retention in a simulated classroom setting. European Journal of Cognitive Psychology, 19, 954-1446.
    • (2007) European Journal of Cognitive Psychology , vol.19 , pp. 954-1446
    • Butler, A.C.1    Roediger, H.L.2
  • 6
    • 45849127987 scopus 로고    scopus 로고
    • Feedback enhances the positive effects and reduces the negative effects of multiple-choice testing
    • Butler, A. C., & Roediger, H. L. (2008). Feedback enhances the positive effects and reduces the negative effects of multiple-choice testing. Memory & Cognition, 36, 604-616.
    • (2008) Memory & Cognition , vol.36 , pp. 604-616
    • Butler, A.C.1    Roediger, H.L.2
  • 8
    • 71649107565 scopus 로고    scopus 로고
    • Cue strength as a moderator of the testing effect: The benefits of elaborative retrieval
    • Carpenter, S. K. (2009). Cue strength as a moderator of the testing effect: The benefits of elaborative retrieval. Journal of Experimental Psychology: Learning, Memory, Cognition, 35, 1563-1569.
    • (2009) Journal of Experimental Psychology: Learning, Memory, Cognition , vol.35 , pp. 1563-1569
    • Carpenter, S.K.1
  • 9
    • 22944471447 scopus 로고    scopus 로고
    • Application of the testing and spacing effects to name learning
    • Carpenter, S. K., & DeLosh, E. L. (2005). Application of the testing and spacing effects to name learning. Applied Cognitive Psychology, 19, 619-636.
    • (2005) Applied Cognitive Psychology , vol.19 , pp. 619-636
    • Carpenter, S.K.1    Delosh, E.L.2
  • 10
    • 33745649667 scopus 로고    scopus 로고
    • Impoverished cue support enhances subsequent retention: Support for the elaborative retrieval explanation of the testing effect
    • Carpenter, S. K., & DeLosh, E. L. (2006). Impoverished cue support enhances subsequent retention: Support for the elaborative retrieval explanation of the testing effect. Memory & Cognition, 34, 268-276.
    • (2006) Memory & Cognition , vol.34 , pp. 268-276
    • Carpenter, S.K.1    Delosh, E.L.2
  • 11
    • 33847622913 scopus 로고    scopus 로고
    • What types of learning are enhanced by a cued-recall test?
    • Carpenter, S. K., Pashler, H., & Vul, E. (2006). What types of learning are enhanced by a cued-recall test? Psychonomic Bulletin & Review, 13, 826-830.
    • (2006) Psychonomic Bulletin & Review , vol.13 , pp. 826-830
    • Carpenter, S.K.1    Pashler, H.2    Vul, E.3
  • 12
    • 0026474675 scopus 로고
    • The influence of retrieval on retention
    • Carrier, M., & Pashler, H. (1992). The influence of retrieval on retention. Memory & Cognition, 20, 633-642.
    • (1992) Memory & Cognition , vol.20 , pp. 633-642
    • Carrier, M.1    Pashler, H.2
  • 13
    • 67349158631 scopus 로고    scopus 로고
    • When does retrieval induce forgetting and when does it induce facilitation? Implications for retrieval inhibition, testing effect, and text processing
    • Chan, J. C. K. (2009). When does retrieval induce forgetting and when does it induce facilitation? Implications for retrieval inhibition, testing effect, and text processing. Journal of Memory and Language, 61, 153-170.
    • (2009) Journal of Memory and Language , vol.61 , pp. 153-170
    • Chan, J.C.K.1
  • 14
    • 33750688237 scopus 로고    scopus 로고
    • Retrieval-induced facilitation: Initially nontested material can benefit from prior testing of related material
    • Chan, J. C. K., McDermott, K. B., & Roediger, H. L. (2006). Retrieval-induced facilitation: Initially nontested material can benefit from prior testing of related material. Journal of Experimental Psychology: General, 135, 553-571.
    • (2006) Journal of Experimental Psychology: General , vol.135 , pp. 553-571
    • Chan, J.C.K.1    McDermott, K.B.2    Roediger, H.L.3
  • 16
    • 84965599903 scopus 로고
    • The impact of classroom evaluation practices on students
    • Crooks, T. J. (1988). The impact of classroom evaluation practices on students. Review of Educational Research, 58, 438-481.
    • (1988) Review of Educational Research , vol.58 , pp. 438-481
    • Crooks, T.J.1
  • 17
    • 0029681769 scopus 로고    scopus 로고
    • Generation effects and the lack thereof: He role of transfer-appropriate processing
    • de Winstanley, P. A., Bjork, E. L., & Bjork, R. A. (1996). Generation effects and the lack thereof: he role of transfer-appropriate processing. Memory, 4(1), 31-48.
    • (1996) Memory , vol.4 , Issue.1 , pp. 31-48
    • de Winstanley, P.A.1    Bjork, E.L.2    Bjork, R.A.3
  • 19
    • 58149373021 scopus 로고
    • The "testing" phenomenon: Not gone but nearly forgotten
    • Glover, J. A. (1989). The "testing" phenomenon: Not gone but nearly forgotten. Journal of Educational Psychology, 81, 392-399.
    • (1989) Journal of Educational Psychology , vol.81 , pp. 392-399
    • Glover, J.A.1
  • 21
    • 34347371769 scopus 로고    scopus 로고
    • Test format and corrective feedback modulate the effect of testing on memory retention
    • Kang, S., McDermott, K. B., & Roediger, H. L. (2007). Test format and corrective feedback modulate the effect of testing on memory retention. European Journal of Cognitive Psychology, 19, 528-558.
    • (2007) European Journal of Cognitive Psychology , vol.19 , pp. 528-558
    • Kang, S.1    McDermott, K.B.2    Roediger, H.L.3
  • 22
    • 34249019588 scopus 로고    scopus 로고
    • Repeated retrieval during learning is the key to long-term retention
    • Karpicke, J. D., & Roediger, H. L. (2007). Repeated retrieval during learning is the key to long-term retention. Journal of Memory and Language, 57, 151-162.
    • (2007) Journal of Memory and Language , vol.57 , pp. 151-162
    • Karpicke, J.D.1    Roediger, H.L.2
  • 23
    • 18144378442 scopus 로고    scopus 로고
    • Comprehension theory as a guide for the design of thoughtful questions
    • Kintsch, E. (2005). Comprehension theory as a guide for the design of thoughtful questions. Topics in Language Disorders, 25, 51-64.
    • (2005) Topics In Language Disorders , vol.25 , pp. 51-64
    • Kintsch, E.1
  • 26
    • 0346792999 scopus 로고
    • Retention of prose materials as a function of postacquisition testing
    • LaPorte, R. E., & Voss, F. (1975). Retention of prose materials as a function of postacquisition testing. Journal of Educational Psychology, 67, 259-266.
    • (1975) Journal of Educational Psychology , vol.67 , pp. 259-266
    • Laporte, R.E.1    Voss, F.2
  • 28
    • 64249108295 scopus 로고    scopus 로고
    • The read-recite-review study strategy: Effective and portable
    • McDaniel, M. A., Howard, D. C., & Einstein, G. O. (2009). The read-recite-review study strategy: Effective and portable. Psychological Science, 20, 516-522.
    • (2009) Psychological Science , vol.20 , pp. 516-522
    • McDaniel, M.A.1    Howard, D.C.2    Einstein, G.O.3
  • 30
    • 34547521541 scopus 로고    scopus 로고
    • Generalizing test-enhanced learning from the laboratory to the classroom
    • McDaniel, M. A., Roediger, H. L., & McDermott, K. (2006). Generalizing test-enhanced learning from the laboratory to the classroom. Psychonomic Bulletin and Review, 14, 200-206.
    • (2006) Psychonomic Bulletin and Review , vol.14 , pp. 200-206
    • McDaniel, M.A.1    Roediger, H.L.2    McDermott, K.3
  • 32
    • 62949118502 scopus 로고    scopus 로고
    • Testing the retrieval effort hypothesis: Does greater difficulty correctly recalling information lead to higher levels of memory?
    • Pyc, M. A., & Rawson, K. A. (2009). Testing the retrieval effort hypothesis: Does greater difficulty correctly recalling information lead to higher levels of memory? Journal of Memory and Language, 60, 437-447.
    • (2009) Journal of Memory and Language , vol.60 , pp. 437-447
    • Pyc, M.A.1    Rawson, K.A.2
  • 33
    • 84993728927 scopus 로고    scopus 로고
    • The power of testing memory: Basic research and implications for educational practice
    • Roediger, H. L., & Karpicke, J. D. (2006a). The power of testing memory: Basic research and implications for educational practice. Perspectives on Psychological Science, 1, 181-210.
    • (2006) Perspectives On Psychological Science , vol.1 , pp. 181-210
    • Roediger, H.L.1    Karpicke, J.D.2
  • 34
    • 33644745114 scopus 로고    scopus 로고
    • Testenhanced learning: Taking memory tests improves long-term retention
    • Roediger, H. L., & Karpicke, J. D. (2006b). Testenhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17, 249-255.
    • (2006) Psychological Science , vol.17 , pp. 249-255
    • Roediger, H.L.1    Karpicke, J.D.2
  • 38
    • 0242708814 scopus 로고    scopus 로고
    • Different rates of forgetting following study versus test trials
    • Wheeler, M. A., Ewers, M., & Buonanno, J. F. (2003). Different rates of forgetting following study versus test trials. Memory, 11, 571-580.
    • (2003) Memory , vol.11 , pp. 571-580
    • Wheeler, M.A.1    Ewers, M.2    Buonanno, J.F.3


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.