The Effect of Testing on the Retention of Coherent and Incoherent Text Material

Autor/inn/en	de Jonge, Mario; Tabbers, Huib K.; Rikers, Remy M. J. P.
Titel	The Effect of Testing on the Retention of Coherent and Incoherent Text Material
Quelle	In: Educational Psychology Review, 27 (2015) 2, S.305-315 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-726X
DOI	10.1007/s10648-015-9300-z
Schlagwörter	Testing; Retention (Psychology); Connected Discourse; Comparative Analysis + Suchen Sie Ihr Suchwort? Testdurchführung; Testen; Merkfähigkeit
Abstract	Research has shown that testing during learning can enhance the long-term retention of text material. In two experiments, we investigated the testing effect with a fill-in-the-blank test on the retention of text material. In Experiment 1, using a coherent text, we found no retention benefit of testing compared to a restudy (control) condition. In Experiment 2, text coherence was disrupted by scrambling the order of the sentences from the text. The material was subsequently presented as a list of facts as opposed to connected discourse. For the incoherent version of the text, testing slowed down the rate of forgetting compared to a restudy (control) condition. The results suggest that the connectedness of materials can play an important role in determining the magnitude of testing benefits for long-term retention. Testing with a completion test seems most beneficial for unconnected materials and less so for highly structured materials. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01