Would you like to learn more? Retrieval practice plus feedback can increase motivation to keep on studying

Cognition

Volumn 201, Issue , 2020, Pages

  Abel, Magdalena ^a   Bäuml, Karl Heinz T ^a  

^a UNIVERSITY OF REGENSBURG   (Germany)

Author keywords

Learning; Memory; Motivation; Retrieval practice; Testing effect

Indexed keywords

ADULT; ARTICLE; FEMALE; HUMAN; HUMAN EXPERIMENT; INFORMATION RETRIEVAL; LANGUAGE; LEARNING; MALE; MEMORY TEST; MOTIVATION; SWEDEN; VOCABULARY; FEEDBACK SYSTEM; RECALL;

FEEDBACK; HUMANS; MENTAL RECALL; MOTIVATION; PRACTICE, PSYCHOLOGICAL; SWEDEN;

EID: 85084682125     PISSN: 00100277     EISSN: 18737838     Source Type: Journal    
DOI: 10.1016/j.cognition.2020.104316     Document Type: Article

References (46)

1. Abel, M., Roediger, H.L., The testing effect in a social setting: Does retrieval practice benefit a listener?. Journal of Experimental Psychology: Applied 24 (2018), 347–359.
2. Bangert-Drowns, R.L., Kulik, C.-L.C., Kulik, J.A., Morgan, M.T., The instructional effect of feedback in test-like events. Review of Educational Research 61 (1991), 213–238.
3. Benjamin, A.S., Pashler, H., The value of standardized testing: A perspective from cognitive psychology. Policy Insights From the Behavioral and Brain Sciences 2 (2015), 13–23.
4. Bjork, E.L., Bjork, R.A., Making things hard on yourself, but in a good way: Creating desirable difficulties to enhance learning. Gernsbacher, M.A., Pew, R.W., Hough, L.M., Pomerantz, J.R., (eds.) Psychology and the real world: Essays illustrating fundamental contributions to society, 2011, Worth Publishers, New York, 56–64.
5. Black, P., Wiliam, D., Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability 21 (2009), 5–31.
6. Butler, A.C., Karpicke, J.D., Roediger, H.L., Correcting a metacognitive error: Feedback increases retention of low confidence correct responses. Journal of Experimental Psychology: Learning, Memory, and Cognition 34 (2008), 918–928.
7. Butler, D.L., Winne, P.H., Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research 65 (1995), 245–281.
8. Butler, R., Task-involving and ego-involving properties of evaluation: Effects of different feedback conditions on motivational perceptions, interest, and performance. Journal of Educational Psychology 79 (1987), 474–482.
9. Butler, R., Nisan, M., Effects of no feedback, task-related comments, and grades on intrinsic motivation and performance. Journal of Educational Psychology 78 (1986), 210–216.
10. Carpenter, S.K., Semantic information activated during retrieval contributes to later retention: Support for the mediator effectiveness hypothesis of the testing effect. Journal of Experimental Psychology: Learning, Memory, and Cognition 37 (2011), 1547–1552.
11. Danner, F.W., Lonky, E., A cognitive-developmental approach to the effects of rewards on intrinsic motivation. Child Development 52 (1981), 1043–1052.
12. Deci, E.L., Effects on externally mediated rewards on intrinsic motivation. Journal of Personality and Social Psychology 18 (1971), 105–115.
13. Deci, E.L., The relation of interest to the motivation of behavior: A self-determination theory perspective. Renninger, K.A., Hidi, S., Krapp, A., (eds.) The role of interest in learning and development, 1992, Lawrence Erlbaum Associates, Hillsdale, NJ, 43–70.
14. Deci, E.L., Ryan, R.M., Intrinsic motivation and self-determination in human behavior. 1985, Plenum Press, New York, NY.
15. Dunlosky, J., Rawson, K.A., Marsh, E.J., Nathan, M.J., Willingham, D.T., Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest 14 (2013), 4–58.
16. Dweck, C.S., Motivational processes affecting learning. American Psychologist 41 (1986), 1040–1048.
17. Fernandez, J., Jamet, E., Extending the testing effect to self-regulated learning. Metacognition and Learning 12 (2017), 131–156.
18. Greving, S., Richter, T., Examining the testing effect in university teaching: Retrievability and question format matter. Frontiers in Psychology, 9, 2018, 2412.
19. Harackiewicz, J.M., The effects of reward contingency and performance feedback on intrinsic motivation. Journal of Personality and Social Psychology 37 (1979), 1352–1363.
20. Healy, A.F., Jones, M., Lalchandani, L.A., Tack, L.A., Timing of quizzes during learning: Effects of motivation and retention. Journal of Experimental Psychology: Applied 23 (2017), 128–137.
21. Hogan, R.M., Kintsch, W., Differential effects of study and test trials on long-term recognition and recall. Journal of Verbal Learning and Verbal Behavior 10 (1971), 562–567.
22. Hondrich, A.L., Decristan, J., Hertel, S., Klieme, E., Formative assessment and intrinsic motivation: The mediating role of perceived competence. Zeitschrift für Erziehungswissenschaft 21 (2018), 717–734.
23. Jing, H.G., Szpunar, K.K., Schacter, D.L., Interpolated testing influences focused attention and improves integration of information during a video-recorded lecture. Journal of Experimental Psychology: Applied 22 (2016), 305–318.
24. Kang, S.H., McDermott, K.B., Roediger, H.L. III, Test format and corrective feedback modify the effect of testing on long-term retention. European Journal of Cognitive Psychology 19 (2007), 528–558.
25. Karpicke, J.D., Metacognitive control and strategy selection: Deciding to practice retrieval during learning. Journal of Experimental Psychology: General 138 (2009), 469–486.
26. Karpicke, J.D., Lehman, M., Aue, W.R., Retrieval-based learning: An episodic context account. Ross, B.H., (eds.) Psychology of learning and motivation, Vol. 61, 2014, Elsevier Academic Press, San Diego, 237–284.
27. Kornell, N., Bjork, R.A., Garcia, M.A., Why tests appear to prevent forgetting: A distribution-based bifurcation model. Journal of Memory and Language 65 (2011), 85–97.
28. Masson, M.E.J., A tutorial on a practical Bayesian alternative to null-hypothesis significance testing. Behavior Research Methods 43 (2011), 679–690.
29. McDermott, K.B., Agarwal, P.K., D'Antonio, L., Roediger, H.L., McDaniel, M.A., Both multiple-choice and short-answer quizzes enhance later exam performance in middle and high school classes. Journal of Experimental Psychology: Applied 20 (2014), 3–21.
30. Miller, D., Lavin, F., “But now I feel I want to give it a try”: Formative assessment, self-esteem and a sense of competence. The Curriculum Journal 18 (2007), 3–25.
31. Murayama, K., Matsumoto, M., Izuma, K., Matsumoto, K., Neural basis of the undermining effect of monetary reward on intrinsic motivation. Proceedings of the National Academy of Sciences 107 (2010), 20911–20916.
32. Pashler, H., Cepeda, N.J., Wixted, J., Rohrer, D., When does feedback facilitate learning of words?. Journal of Experimental Psychology: Learning, Memory, and Cognition 31 (2005), 3–8.
33. Pastötter, B., Schicker, S., Niedernhuber, J., Bäuml, K.-H.T., Retrieval during learning facilitates subsequent memory encoding. Journal of Experimental Psychology: Learning, Memory, & Cognition 37 (2011), 287–297.
34. Pat-El, R., Tillema, H., Van Koppen, S.W.M., Effects of formative feedback on intrinsic motivation: Examining ethnic differences. Learning and Individual Differences 22 (2012), 449–454.
35. Pyc, M.A., Rawson, K.A., Testing the retrieval effort hypothesis: Does greater difficulty correctly recalling information lead to higher levels of memory?. Journal of Memory and Language 60 (2009), 437–447.
36. Roediger, H.L., Putnam, A.L., Smith, M.A., Ten benefits of testing and their applications to educational practice. Mestre, J., Ross, B., (eds.) Psychology of learning and motivation: Cognition in education, 2011, Elsevier, Oxford, 1–36.
37. Roediger, H.L. III, Karpicke, J.D., Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science 17 (2006), 249–255.
38. Ryan, R.M., Deci, E.L., Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist 55 (2000), 68–78.
39. Simons, D.J., The value of direct replication. Perspectives on Psychological Science 9 (2014), 76–80.
40. Soderstrom, N.C., Bjork, R.A., Testing facilitates the regulation of subsequent study time. Journal of Memory and Language 73 (2014), 99–115.
41. Szpunar, K.K., Jing, H.G., Schacter, D.L., Overcoming overconfidence in learning from video-recorded lectures: Implications of interpolated testing for online education. Journal of Applied Research in Memory and Cognition 3 (2014), 161–164.
42. Szpunar, K.K., Khan, N.Y., Schacter, D.L., Interpolated memory tests reduce mind wandering and improve learning of online lectures. Proceedings of the National Academy of Sciences 110 (2013), 6313–6317.
43. Szpunar, K.K., McDermott, K.B., Roediger, H.L., Testing during study insulates against the buildup of proactive interference. Journal of Experimental Psychology: Learning, Memory, and Cognition 34 (2008), 1392–1399.
44. Vallerand, R.J., Reid, G., On the causal effects of perceived competence on intrinsic motivation: A test of cognitive evaluation theory. Journal of Sport and Exercise Psychology 6 (1984), 94–102.
45. Wheeler, M., Ewers, M., Buonanno, J., Different rates of forgetting following study versus test trials. Memory 11 (2003), 571–580.
46. Yin, Y., Shavelson, R.J., Ayala, C.C., Ruiz-Primo, M.A., Brandon, P.R., Furtak, E.M., On the impact of formative assessment on student motivation, achievement, and conceptual change. Applied Measurement in Education 21 (2008), 335–359.