#testing effect

For anyone interested in listening, here is my Cognitive Science podcast assignment on the Testing Effect. The author of the article does some detailed research and study into the effectiveness of the Testing Effect and it's benefits to memory retrieval as I discuss some sample exercises that I could introduce into my future classroom.

Here is the reference to the article in my podcast:

Rivers, Michelle L. (2023). "Test Experience, Direct Instruction, and Their Combination   Promote Accurate Beliefs about the Testing Effect".  Journal of Intelligence, 11(7),147.          https://doi.org/10.3390/jintelligence11070147

 In this chapter, the author mainly highlighted the skills of “Reflecting”, “Retrieve”, and “Testing”.

   A reflection is a form of practice as it helps to retrieve knowledge easily. When we review our previous work, we think a lot, and that is where the brain works to connect information together. This early memory training enables us to identify our weaknesses, visualise new experiences and mentally rehearse any corrections in future. 

   Next is the act of retrieval. Retrieval is the act of obtaining something from somewhere. In other words, retrieval practice requires effort, and the more effort we put in to retrieve something, the more likely the information will last longer in our memory. When repeated in spaced-out sessions, retrieval practice ensures that the recalling requires more cognitive effort instead of being a mindless recitation or regurgitation of what we have learnt. This is crucial as it trains the brain to act before our mind has time to think. 

   Moving on, scientists practised the testing effect in the lab and proved some hypotheses. First, it is undeniable that mass studying or cramming leads to higher scores for immediate testing, but this technique adversely results in faster forgetting. Hence, it is suggested that multiple retrieval practice sessions be conducted, especially when spaced out, which results in better results. This could be explained by the forgetting curve. We usually forget 70% of what we learn regularly; only 30% of information is retained and slowly goes off if there is no further retention. The testing effect interrupts the forgetting curve. Some forgetting occurs between tests when retrieval practice is carried out with spaced repetition. However, it leads to substantial long-term retention as more effort is required to retrieve the information. 

   Furthermore, giving feedback can also strengthen retention. Evidence proved that delaying feedback produces better long-term learning than immediate feedback. The reason behind this is simple. As mentioned above, the more cognitive effort required for retrieval, the greater the retention results. Recalling is an excellent approach to enhancing learning, but it must be done correctly by including spaced repetition.

So, what are the takeaways from this chapter? Are you still a bit blurry about the highlights in this chapter? No worries, I have summarised them below:

Effortful retrieval ensures more substantial learning and retention.

Delaying subsequent retrieval practice strengthens retention more than immediate testing because it requires more effort.

Testing does not need to be initiated or forced by an instructor. 

Self-awareness and self-motivation to test ourselves allow us to better grasp our progress and spot the gaps and misconceptions to correct them. 

Corrective feedback enhances learning and smoothens the reflection process.

If you wish to know more about this book, stay tuned for the next chapter!

Shana Lebowitz, Business Insider, Nov. 6, 2015

In his book “Fluent Forever,” opera singer Gabriel Wyner suggests that one of the best ways to learn a new language is to practice remembering it.

In other words, instead of reading and re-reading a list of vocabulary words, you should read it once and then test yourself repeatedly.

The same strategy works for pretty much anything you’re hoping to commit to memory, and there’s a growing body of research behind it. Psychologists call this phenomenon the “testing effect.”

A 2003 study, cited in a meta-analysis by Henry L. Roediger, III and Jeffrey D. Karpicke, highlights the power of testing for making information stick. In the study, researchers led by Mark Wheeler had participants either review a list of 40 words five times or review it once and take four recall tests. Then they took a recall test either five minutes or one week later.

Results showed that participants who’d read the word list five times performed much better on the recall test five minutes later. But participants who’d read the test just once and been tested performed better on the test one week later. In other words, testing helped boost the participants’ long-term memory.

More recent research suggests that combining testing with immediate feedback (finding out whether you answered right or wrong) is more effective, and can even boost memory right after the information is learned.

In a 2014 study led by Carola Wiklund-Hörnqvist, 83 students in an undergraduate psychology course studied a series of psychological concepts for four minutes. Half the participants continued to study these facts while each fact was presented on a computer screen for 15 seconds.

The other half took six tests in which they had to come up with the concept described on the screen. For example, if they saw “the improvement in retention of information presented at the beginning of a list,” they would have to type in “primacy effect.” Then they would see the correct answer.

At the conclusion of the learning period, all participants took a test in which they were presented with a fact and required to type in the corresponding concept. They took the same test 18 days and five weeks later.

Participants who had been tested performed better on all three tests.

Massed Practice refers to cramming information all at once. It is not time-effective.

The spacing effect was first noted by Hermann Ebbinghaus in the late 1800s. You will develop better retention and recall, especially in the long run, if you use the same amount of study time spread out over many shorter sessions.

This doesn't mean you have to study every day. Memory researcher Harry Bahrick noted that the longer the time between study sessions, the better the long-term retention, and the fewer sessions you need!

Students Should Be Tested More, Not Less

When done right, frequent testing helps people remember information longer.