The Forward Testing Effect: Interim Testing Enhances Inductive Learning

Autor/inn/en	Yang, Chunliang; Shanks, David R.
Titel	The Forward Testing Effect: Interim Testing Enhances Inductive Learning
Quelle	In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 44 (2018) 3, S.485-492 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-7393
DOI	10.1037/xlm0000449
Schlagwörter	Logical Thinking; Inferences; Art Products; Painting (Visual Arts); Tests; Control Groups; Experimental Groups; Comparative Analysis; Problem Solving; Mathematics; Teaching Methods; Classification; Accuracy; Artists; Metacognition; College Students; Foreign Countries; Statistical Analysis; United Kingdom (London) + Suchen Sie Ihr Suchwort? Inference; Inferenz; Künstlerische Produktion; Malerei; Examination; Prüfung; Examen; Problemlösen; Mathematik; Teaching method; Lehrmethode; Unterrichtsmethode; Classification system; Klassifikation; Klassifikationssystem; Artiste; Artist; Künstler; Künstlerin; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Collegestudent; Ausland; Statistische Analyse
Abstract	"Induction" refers to the process in which people generalize their previous experience when making uncertain inferences about the environment that go beyond direct experience. Here we show that interim tests strongly enhance inductive learning. Participants studied the painting styles of eight famous artists across four lists, each comprising paintings by one pair of artists. In an interim test group participants' induction was tested after each list. In two control groups participants solved math problems (interim math group) or studied additional new paintings (interim study group) following each of Lists 1-3 and were asked to classify new paintings on List 4. In the List 4 interim test, the interim test group significantly outperformed the other two groups, indicating that interim testing enhances new inductive learning. In a final cumulative test, accuracy in the interim test group at classifying new paintings by studied artists was nearly double that of the other two groups, indicating the major importance of interim testing in inductive learning. This enhancing effect of interim testing on inductive learning was associated with metacognitive awareness. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01