testing effect / effet du testing
Synonyms: retrieval practice effect, retrieval-based learning, retrieval-mediated learning, test-enhanced learning
Synonymes : apprentissage amélioré par le test, apprentissage médiatisé par la récupération, effet de la pratique de la récupération, effet du test, effet test
Group: Human, Psychology
Groupe : Homme, Psychologie
Domain: Psychology
Domaine : Psychologie
Semantic category: Human
Catégorie sémantique : Homme
Definition: Improvement of long-term retention when information is actively retrieved from memory compared to studying the information again or not practicing retrieval.
Définition : Amélioration de la rétention à long terme lorsque les informations sont activement récupérées en mémoire par rapport au fait d'étudier à nouveau les informations ou de ne pas pratiquer la récupération.
Broader term: memory phenomenon
Terme générique : phénomène de la mémoire
Narrower terms: test-potentiated learning, test-potentiated new learning
Termes spécifiques : apprentissage favorisé par le test, apprentissage nouveau favorisé par le test
Related terms: episodic memory, retrieval practice, retrieval-induced facilitation, retrieval, principle of desirable difficulties, retrieval-enhanced suggestibility
Termes associés : mémoire épisodique, pratique de la récupération, facilitation induite par la récupération, récupération, principe des difficultés désirables, suggestibilité facilitée par la récupération
Moderator variables: Experimental design: larger effect in an inter-subject design than in an intra-subject design (Rowland, 2014)., Feeback delay: larger effect when feedback is delayed (Rowland, 2014)., Feedback: larger effect when feedback is given to the subject during the initial test compared to no feedback (Rowland, 2014)., Initial test type: larger effect with a cued recall task compared to a free recall or recognition task (Rowland, 2014)., Retention interval (categorical variable): Larger effect for retention intervals greater than or equal to 1 day compared to intervals less than 1 day (Rowland, 2014)., Retention interval (continuous variable): The effect becomes increasingly important as the retention interval increases (Rowland, 2014)., Stimulus type: larger effect for paired associates and prose (Rowland, 2014)., Type of final test: larger effect in a cued recall task compared to a free recall or recognition task (Rowland, 2014).
Selected bibliography: Yang, C., Luo, L., Vadillo, M. A., Yu, R., & Shanks, D. R. (2021). Testing (quizzing) boosts classroom learning: A systematic and meta-analytic review. Psychological Bulletin, 147(4), 399–435. https://doi.org/10.1037/bul0000309 [Study type: meta-analysis / Access: closed], Adesope, O. O., Trevisan, D. A., & Sundararajan, N. (2017). Rethinking the use of tests: A meta-analysis of practice testing. Review of Educational Research, 87(3), 659–701. https://doi.org/10.3102/0034654316689306 [Study type: meta-analysis / Access: closed], Agarwal, P. K., Nunes, L. D., & Blunt, J. R. (2021). Retrieval practice consistently benefits student learning: A systematic review of applied research in schools and classrooms. Educational Psychology Review, 33(4), 1409–1453. https://doi.org/10.1007/s10648-021-09595-9 [Study type: literature review / Access: closed], Camerer, C. F., Dreber, A., Holzmeister, F., Ho, T.-H., Huber, J., Johannesson, M., Kirchler, M., Nave, G., Nosek, B. A., Pfeiffer, T., Altmejd, A., Buttrick, N., Chan, T., Chen, Y., Forsell, E., Gampa, A., Heikensten, E., Hummer, L., Imai, T., … Wu, H. (2018). Evaluating the replicability of social science experiments in Nature and Science between 2010 and 2015. Nature Human Behaviour, 2(9), 637–644. https://doi.org/10.1038/s41562-018-0399-z [Study type: empirical study, replication / Access: closed], Eisenkraemer, R. E., Jaeger, A., & Stein, L. M. (2013). A systematic review of the testing effect in learning. Paidéia, 23(56), 397–406. https://doi.org/10.1590/1982-43272356201314 [Study type: literature review / Access: open], Glover, J. A. (1989). The “testing” phenomenon: Not gone but nearly forgotten. Journal of Educational Psychology, 81(3), 392–399. https://doi.org/10.1037/0022-0663.81.3.392 [Study type: empirical study / Access: closed], Karpicke, J. D., & Blunt, J. R. (2011). Retrieval practice produces more learning than elaborative studying with concept mapping. Science, 331(6018), 772–775. https://doi.org/10.1126/science.1199327 [Study type: empirical study / Access: closed], Lamotte, M., Izaute, M., & Darnon, C. (2021). Can tests improve learning in real university classrooms? Journal of Cognitive Psychology, 33(8), 974–992. https://doi.org/10.1080/20445911.2021.1956939 [Study type: literature review / Access: closed], Lima, M. F. R. de, & Buratto, L. G. (2023). The test–retest reliability of the retrieval practice effect. Quarterly Journal of Experimental Psychology, 76(9), 2028–2036. https://doi.org/10.1177/17470218221141586 [Study type: empirical study / Access: closed], McDermott, K. B. (2021). Practicing retrieval facilitates learning. Annual Review of Psychology, 72, 609-633. https://doi.org/10.1146/annurev-psych-010419-051019 [Study type: literature review / Access: open], Mulligan, N. W. (2020). Negative effects of repetition and testing. In A. M. Cleary & B. L. Schwartz (Eds.), Memory quirks : The study of odd phenomena in memory (p. 114‑136). Routledge. https://doi.org/10.4324/9780429264498-10 [Study type: literature review / Access: closed], Mulligan, N. W., Buchin, Z. L., & West, J. T. (2020). Assessing why the testing effect is moderated by experimental design. Journal of Experimental Psychology: Learning, Memory, and Cognition, 46(7), 1293–1308. https://doi.org/10.1037/xlm0000787 [Study type: empirical study / Access: closed], Phelps, R. P. (2012). The effect of testing on student achievement, 1910–2010. International Journal of Testing, 12(1), 21–43. https://doi.org/10.1080/15305058.2011.602920 [Study type: meta-analysis / Access: closed], Polack, C. W., & Miller, R. R. (2022). Testing improves performance as well as assesses learning: A review of the testing effect with implications for models of learning. Journal of Experimental Psychology: Animal Learning and Cognition, 48(3), 222–241. https://doi.org/10.1037/xan0000323 [Study type: literature review / Access: closed], Pyc, M. A., & Rawson, K. A. (2010). Why testing improves memory: Mediator effectiveness hypothesis. Science, 330(6002), 335–335. https://doi.org/10.1126/science.1191465 [Study type: empirical study / Access: closed], Roediger, H. L., & Karpicke, J. D. (2006). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17(3), 249–255. https://doi.org/10.1111/j.1467-9280.2006.01693.x [Study type: empirical study / Access: closed], Roediger, H. L., & Karpicke, J. D. (2006). The power of testing memory: Basic research and implications for educational practice. Perspectives on Psychological Science, 1(3), 181–210. https://doi.org/10.1111/j.1745-6916.2006.00012.x [Study type: literature review / Access: closed], Roediger, H. L., & Butler, A. C. (2011). The critical role of retrieval practice in long-term retention. Trends in Cognitive Sciences, 15(1), 20–27. https://doi.org/10.1016/j.tics.2010.09.003 [Study type: literature review / Access: closed], Rowland, C. A. (2014). The effect of testing versus restudy on retention : A meta-analytic review of the testing effect. Psychological Bulletin, 140(6), 1432–1463. https://doi.org/10.1037/a0037559 [Study type: meta-analysis / Access: closed], Schwieren, J., Barenberg, J., & Dutke, S. (2017). The testing effect in the psychology classroom: A meta-analytic perspective. Psychology Learning & Teaching, 16(2), 179–196. https://doi.org/10.1177/1475725717695149 [Study type: meta-analysis / Access: free], Sotola, L. K., & Crede, M. (2021). Regarding class quizzes: A meta-analytic synthesis of studies on the relationship between frequent low-stakes testing and class performance. Educational Psychology Review, 33(2), 407–426. https://doi.org/10.1007/s10648-020-09563-9 [Study type: meta-analysis / Access: closed]
Dataset citations: Akan, M., & Benjamin, A. (2017). The effects of testing on memory for context. https://osf.io/bqr5f/, Eersel, G. van, Verkoeijen, P., & Bouwmeester, S. (2015). Does retrieval practice depend on semantic cues? Assessing the fuzzy trace account of the testing effect [Data set]. OSF. https://osf.io/nx3zm/, Lima, M., & Buratto, L. (2022, November 18). The Test–Retest Reliability of the Retrieval Practice Effect. https://osf.io/chmb8, Pan, S. C. (2019). Test-enhanced learning and effects of retrieval processes on long-term memory [Data set]. OSF. https://osf.io/jd5qh/, Pan, S. C., Gupta, M., & Rickard, T. C. (2021, July 3). Dual memory model of the testing effect. doi:10.17605/OSF.IO/GYB6C, Sitoh, A. (2020, September 13). Testing Effect and Recognition Memory. doi:10.17605/OSF.IO/WY8S2, Zhifang Ye and Gui Xue (2020). Retrieval practice facilitates memory updating by enhancing and differentiating medial prefrontal cortex representations. OpenNeuro. [Dataset] doi: 10.18112/openneuro.ds002773.v1.0.0