Retrieval Experience as a Modifier of Future Encoding: Another Test Effect

Autor/inn/en	Bjork, Elizabeth Ligon; Storm, Benjamin C.
Titel	Retrieval Experience as a Modifier of Future Encoding: Another Test Effect
Quelle	In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 37 (2011) 5, S.1113-1124 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-7393
DOI	10.1037/a0023549
Schlagwörter	Testing; Cognitive Processes; Metacognition; Experiments; Undergraduate Students; Higher Education; Introductory Courses; Psychology; Educational Psychology; Memory; Cues; Recall (Psychology); Learning; Comprehension; California + Suchen Sie Ihr Suchwort? Testdurchführung; Testen; Cognitive process; Kognitiver Prozess; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Erprobung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Einführungskurs; Psychologie; Erziehungspsychologie; Pädagogische Psychologie; Gedächtnis; Stichwort; Abberufung; Lernen; Verstehen; Verständnis; Kalifornien
Abstract	Research on how individuals monitor their level of comprehension during study paints a picture of learners as being insensitive to many of the factors or conditions of learning that can enhance long-term retention and transfer. In previous research, however, deWinstanley and Bjork (2004) demonstrated that learners--if made sensitive to the memorial benefits of generation in the context of an informative test following study of a text passage in which they had encoded both to-be-read and to-be-generated critical items--then became more effective processors of future to-be-read information presented in a 2nd text passage. In Experiments 1 and 2 of the present research, we explored the potential applicability of this effect by testing whether it could survive certain types of activity-filled delays. In Experiments 3 and 4, we tested whether enhanced processing of contextual information, an encoding strategy that could possibly have been discovered by participants during the testing episode for the 1st text passage, was a potential underlying cause of this effect. Together, our results bring to light an additional benefit of test taking and point to what might be considered necessary and sufficient conditions for leading learners to become more effective processors of future to-be-learned information. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10