The Usefulness of Retrieval Practice and Review-Only Practice for Answering Conceptually Related Test Questions.
In a simulated last-minute test preparation scenario, the authors examined the extent to which practice can influence accuracy of self-assessment, overall test performance, and memory of a familiar knowledge domain. They simulated test preparation by exposing students to practice questions, allegedl...
| Published in: | Journal of General Psychology Vol. 136; no. 2; pp. 179 - 204 |
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| Main Authors: | , , |
| Format: | Article |
| Published: |
Taylor & Francis Ltd
April 2009
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| Subjects: | |
| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=510784429&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 510784429 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00221309 JGP jtl: Journal of General Psychology issn: 00221309 maglogo: N pubinfo: dt: April 2009 vid: 136 iid: 2 pid: 58221 pub: Taylor & Francis Ltd artinfo: ui: 510784429 10.3200/GENP.136.2.179-204 ppf: 179 ppct: 25 formats: fmt: – @attributes: type: T – @attributes: type: P size: 4.2MB tig: atl: The Usefulness of Retrieval Practice and Review-Only Practice for Answering Conceptually Related Test Questions. aug: au: Pilotti, Maura Chodorow, Martin Petrov, Radoslav su: Questions & answers Recollection (Psychology) Medical offices Psychology sug: subj: Questions & answers Recollection (Psychology) Medical offices Psychology ab: In a simulated last-minute test preparation scenario, the authors examined the extent to which practice can influence accuracy of self-assessment, overall test performance, and memory of a familiar knowledge domain. They simulated test preparation by exposing students to practice questions, allegedly from a study guide. The test preparation consisted of either answering questions (retrieval practice) and then checking the correctness of the answers or reviewing questions along with their answers (review-only practice). Immediately after either form of practice, students took a test with questions whose content was conceptually related to the practice test questions. In this study, both forms of practice had a beneficial effect on self-assessment prior to the test and on overall test performance. When the authors examined specific memory responses, they found practice to benefit the frequency of correct responses that students defined as experiences of remembering and knowing. The effect of practice was not modulated by the recency of the acquisition of the domain being tested (at least within the time span of an academic semester). Reprinted by permission of the publisher. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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