Establishing and explaining the testing effect in free recall for young children.

2014 ◽  
Vol 50 (4) ◽  
pp. 994-1000 ◽  
Author(s):  
Stacy L. Lipowski ◽  
Mary A. Pyc ◽  
John Dunlosky ◽  
Katherine A. Rawson
Keyword(s):  
Free Recall ◽  
Young Children ◽  
Testing Effect

scholarly journals Self-testing produces superior recall of both familiar and unfamiliar muscle information

2015 ◽  
Vol 39 (4) ◽  
pp. 309-314 ◽  
Author(s):  
John L. Dobson ◽  
Tracy Linderholm ◽  
Mary Beth Yarbrough
Keyword(s):  
Free Recall ◽  
Learning Strategies ◽  
Testing Effect ◽  
Learning Strategy ◽  
Human Muscle ◽  
Superior Recall ◽  
Self Testing

Dozens of studies have found learning strategies based on the “testing effect” promote greater recall than those that rely solely on reading; however, the advantages of testing are often only observed after a delay (e.g., 2–7 days later). In contrast, our research, which has focused on kinesiology students learning kinesiology information that is generally familiar to them, has consistently demonstrated that testing-based strategies produce greater recall both immediately and after a delay. In an attempt to understand the discrepancies in the literature, the purpose of the present study was to determine if the time-related advantages of a testing-based learning strategy vary with one's familiarity with the to-be-learned information. Participants used both read-only and testing-based strategies to repeatedly study three different sets of information: 1) previously studied human muscle information (familiar information), 2) a mix of previously studied and previously unstudied human muscle information (mixed information), and 3) previously unstudied muscle information that is unique to sharks (unfamiliar information). Learning was evaluated via free recall assessments administered immediately after studying and again after a 1-wk delay and a 3-wk delay. Across those three assessments, the read-only strategy resulted in mean scores of 29.26 ± 1.43, 15.17 ± 1.29, and 5.33 ± 0.77 for the familiar, mixed, and unfamiliar information, respectively, whereas the testing-based strategy produced scores of 34.57 ± 1.58, 16.90 ± 1.31, and 8.33 ± 0.95, respectively. The results indicate that the testing-based strategy produced greater recall immediately and up through the 3-wk delay regardless of the participants' level of familiarity with the muscle information.

The testing effect in free recall is associated with enhanced organizational processes

2010 ◽  
Vol 38 (8) ◽  
pp. 995-1008 ◽  
Author(s):  
Franklin M. Zaromb ◽  
Henry L. Roediger
Keyword(s):  
Free Recall ◽  
Testing Effect ◽  
Organizational Processes

scholarly journals Encoding activities and free recall of categorized and noncategorized pictures by young children

1984 ◽  
Vol 22 (5) ◽  
pp. 389-392 ◽  
Author(s):  
C. Richard Puff ◽  
Donald J. Tyrrell ◽  
Tracy H. Heibeck ◽  
Deborah A. Van Slyke
Keyword(s):  
Free Recall ◽  
Young Children

Encoding Strategy and the Testing Effect in Free Recall

2007 ◽  
Author(s):  
Peter P. J. L. Verkoeijen ◽  
Peter F. Delaney ◽  
Remy M. J. P. Rikers
Keyword(s):  
Free Recall ◽  
Testing Effect ◽  
Encoding Strategy

The Relationships between Memory Performance, Use of Simple Memory Strategies and Metamemory in Young Children

1996 ◽  
Vol 19 (1) ◽  
pp. 177-199 ◽  
Author(s):  
Lucy A. Henry ◽  
Tricia Norman
Keyword(s):  
Free Recall ◽  
Young Children ◽  
Memory Span ◽  
Memory Performance ◽  
Span Task ◽  
Unexpected Result ◽  
Positive Evidence ◽  
Memory Strategies ◽  
Relevant Variables ◽  
Strategy Variables

This study investigated the relationships between metamemory, the use of simple memory strategies and memory performance in children aged 4 to 5 years. Children carried out two memory tasks (memory span for pictures, free recall of toys), and their recall and use of strategies while carrying out these tasks was recorded. They also completed two metamemory tasks: predicting memory performance and responding to a nonverbal questionnaire concerning knowledge about memory-relevant variables. The metamemory questionnaire scores were significant predictors of memory performance in both tasks. In addition, some of the strategy variables were negative predictors of performance. Off-task behaviour reduced recall, as did naming (an unexpected result), for free recall of toys. Naming items at recall (but not at presentation) reduced recall in the memory span task. There was also some positive evidence that children who consistently named pictures at presentation had higher memory spans than children naming at recall only or using no strategies at all. It was concluded that both metamemory knowledge and the use of simple strategies are significantly related to memory performance in young children, but that these relationships are modest.

Intracategory Variation and Verbalization in Free Recall by Young Children

1974 ◽  
Vol 87 (1/2) ◽  
pp. 141
Author(s):  
Walter F. Daves ◽  
Carole S. McCarson
Keyword(s):  
Free Recall ◽  
Young Children
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