On the robustness of the quizzing effect under real teaching conditions.

Autor/inn/en	Betsch, Tilmann; Quittenbaum, Nancy; Lüders, Manfred
Titel	On the robustness of the quizzing effect under real teaching conditions.
Quelle	In: Zeitschrift für pädagogische Psychologie, 29 (2015) 2, S. 109-114Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1010-0652; 1664-2910
DOI	10.1024/1010-0652/a000149
Schlagwörter	Gedächtnis; Reproduktion; Gedächtnis; Grundschule; Lernen; Mathematikunterricht; Schüler; Schule; Reproduktion; Testen; Schule; Grundschule; Schüler; Lernen; Lehrmethode; Mathematikunterricht; Testen
Abstract	Lab experiments and field studies showed that studying improves short-term memory, whereas active retrieval improves long-term memory - a phenomenon known as the quizzing (or testing) effect. In a quasi-experimental field study with four elementary school classes (18 ( n ( 20) and a pretest - posttest (5 minutes after the intervention) - posttest (6 weeks later) design, the robustness of the quizzing effect was tested under real conditions involving verbal teacher-student interactions in geometry lessons on symmetry in elementary schoolers. Results showed that restudying compared to active retrieval (quizzing) enhanced learning more when measured directly after the lessons. This pattern reversed when knowledge was measured six weeks later, demonstrating that the quizzing effect was robust. Moreover, long-term memory generally increased after six weeks. Limitations of the quasi-experimental approach are discussed. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2015/4