The effect of selected "desirable difficulties" on the ability to recall anatomy information

Anatomical Sciences Education

Volumn 8, Issue 5, 2015, Pages 395-403

  Dobson, John L ^a   Linderholm, Tracy ^a  

^a GEORGIA SOUTHERN UNIVERSITY   (Georgia)

Author keywords

Allied health education; Desirable difficulties; Generation effect; Gross anatomy education; Knowledge recall; Learning; Retrieval practice; Testing; Undergraduate education

Indexed keywords

ANATOMY; ANATOMY AND HISTOLOGY; COGNITION; COMPARATIVE STUDY; CURRICULUM; EDUCATION; EDUCATIONAL STATUS; HUMAN; PROCEDURES; PROGRAM EVALUATION; PSYCHOLOGY; RANDOMIZATION; RECALL; SKELETAL MUSCLE; STUDENT; STUDY SKILLS; TEACHING; TIME FACTOR; UNIVERSITY;

ANATOMY; COGNITION; CURRICULUM; EDUCATIONAL MEASUREMENT; EDUCATIONAL STATUS; HUMANS; MENTAL RECALL; MUSCLE, SKELETAL; PROGRAM EVALUATION; RANDOM ALLOCATION; STUDENTS; TEACHING; TEST TAKING SKILLS; TIME FACTORS; UNIVERSITIES;

EID: 84940520105     PISSN: 19359772     EISSN: 19359780     Source Type: Journal    
DOI: 10.1002/ase.1489     Document Type: Article

References (24)

1. Bjork RA. 1994. Memory and metamemory considerations in the training of human beings. In: Metcalfe JA, Shimamura AP (Editors). Metacognition: Knowing about Knowing. 1st Ed. Cambridge, MA: MIT Press. p 185-205.
2. Bjork RA, Bjork EL. 2011. Making things hard on yourself, but in a good way: Creating desirable difficulties to enhance learning. In: Gernsbacher MA, Pew RW, Hough LM, Pomerantz JR (Editors). Psychology and the Real World: Essays Illustrating Fundamental Contributions to Society. 1st Ed. New York, NY: Worth Publishers. p 56-64.
3. Bjork RA, Dunlosky J, Kornell N. 2013. Self-regulated learning: Beliefs, techniques, and illusions. Annu Rev Psychol 64:417-444.
4. Butler AC, Roediger HL III. 2007. Testing improves long term retention in a simulated classroom setting. Eur J Cogn Psychol 19:514-527.
5. Carpenter SK, DeLosh EL. 2006. Impoverished cue support enhances subsequent retention: Support for the elaborative retrieval explanation of the testing effect. Mem Cognit 34:268-276.
6. Dobson JL, Linderholm T. 2015. Self-testing promotes superior retention of anatomy and physiology information. Adv Health Sci Educ Theory Pract 20:149-161.
7. Einstein GO, Mullet HG, Harrison TL. 2012. The testing effect: Illustrating fundamental concept and changing study strategies. Teach Psychol 39:190-193.
8. Glover JA. 1989. The "testing" phenomenon: Not gone but nearly forgotten. J Educ Psychol 81:392-399.
9. Hinze SR, Wiley J. 2011. Testing the limits of testing effects using completion tests. Memory 19:290-304.
10. Hirshman E, Bjork RA. 1988. The generation effect: Support for a two-factor theory. J Exp Psychol Learn Mem Cognit 14:484-494.
11. Jönsson FU, Hedner M, Olsson MJ. 2012. The testing effect as a function of explicit testing instructions and judgments of learning. Exp Psychol 59:251-257.
12. Karpicke JD, Blunt JR. 2011. Retrieval practice produces more learning than elaborative studying with concept mapping. Science 331:772-775.
13. Koopman, J, Howe M, Johnson RE, Tan JA, Chang CH. 2013. A framework for developing word fragment completing tasks. Hum Resource Manag Rev 23:242-253.
14. Kornell N, Bjork RA. 2007. The promise and perils of self-regulated study. Psychon Bull Rev 14:219-224.
15. Larsen DP, Butler AC, Roediger HL 3rd. 2009. Repeated testing improves long-term retention relative to repeated study: A randomized controlled trial. Med Educ 43:1174-1181.
16. Larsen DP, Butler AC, Lawson AL, Roediger HL 3rd. 2013. The importance of seeing the patient: Test-enhanced learning with standardized patients and written tests improves clinical application of knowledge. Adv Health Sci Educ Theory Pract 18:409-425.
17. Larsen DP, Butler AC, Roediger HL 3rd. 2013. Comparative effects of test-enhanced learning and self-explanation on long-term retention. Med Educ 47:674-682.
18. Lipowski SL, Pyc MA, Dunlosky J, Rawson KA. 2014. Establishing and explaining the testing effect in free recall for young children. Dev Psychol 50:994-1000.
19. Logan JM, Thompson AJ, Marshak DW. 2011. Testing to enhance retention in human anatomy. Anat Sci Educ 4:243-248.
20. Meyer AN, Logan JM. 2013. Taking the testing effect beyond college freshman: Benefits for lifelong learning. Psychol Aging 28:142-147.
21. Pyc MA, Rawson KA. 2010. Why testing improves memory: Mediator effectiveness hypothesis. Science 330:335.
22. Richland LE, Bjork RA, Finley JR, Linn MC. 2005. Linking cognitive science to education: Generation and interleaving effects. In: Bara BG, Barsalou L, Bucciarelli M (Editors). In: Proceedings of the Twenty-Seventh Annual Conference of the Cognitive Science Society (CogSci2005). Stresa, Italy, 2005 July 21-23. p 555-583. Cognitive Science Society, Wheat Ridge, CO.
23. Roediger HL III, Karpicke JD. 2006. The power of testing memory: Basic research and implications for educational practice. Perspect Psychol Sci 1:181-210.
24. Zaromb FM, Roediger HL 3rd. 2010. The testing effect in free recall is associated with enhanced organization processes. Mem Cognit 38:995-1008.