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Examining the testingeffect with open‐ andclosed‐book tests Pooja K. AgarwalJeffrey D. KarpickeSean H. K. Kang2007 год

Examining the testing effect with open‐ and closed‐book tests
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Аннотация: Abstract Two experiments examined the testing effect with open‐book tests, in which students view notes and textbooks while taking the test, and closed‐book tests, in which students take the test without viewing notes or textbooks. Subjects studied prose passages and then restudied or took an open‐ or closed‐book test. Taking either kind of test, with feedback, enhanced long‐term retention relative to conditions in which subjects restudied material or took a test without feedback. Open‐book testing led to better initial performance than closed‐book testing, but this benefit did not persist and both types of testing produced equivalent retention on a delayed test. Subjects predicted they would recall more after repeated studying, even though testing enhanced long‐term retention more than restudying. These experiments demonstrate that the testing effect occurs with both open‐ and closed‐book tests, and that subjects fail to predict the effectiveness of testing relative to studying in enhancing later recall. Copyright © 2007 John Wiley & Sons, Ltd.
Год издания: 2007
Авторы: Pooja K. Agarwal, Jeffrey D. Karpicke, Sean H. K. Kang, Henry L. Roediger, Kathleen B. McDermott
Издательство: Wiley
Источник: Applied Cognitive Psychology
Ключевые слова: Memory Processes and Influences, Educational Strategies and Epistemologies, Intelligent Tutoring Systems and Adaptive Learning