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Test-enhanced learning: taking memory tests improves long-term retention
Henry L Roediger1, Jeffrey D Karpicke
1Department of Psychology, Washington University, Campus Box 1125, One Brookings Dr., St. Louis, MO 63130, USA. roediger@artsci.wustl.edu
Psychological Science
|March 2, 2006
Summary
Memory testing enhances learning and retention, a phenomenon known as the testing effect. Repeated testing improves long-term recall more than repeated studying, even when studying boosts confidence.
Area of Science:
- Cognitive Psychology
- Educational Psychology
- Learning Sciences
Background:
- The testing effect demonstrates that memory retrieval practice enhances long-term retention.
- It remains unclear if testing benefits learning solely through opportunities for restudying.
Purpose of the Study:
- To investigate the impact of repeated testing versus repeated studying on learning.
- To determine if the testing effect is solely due to restudying opportunities.
Main Methods:
- Participants studied prose passages and engaged in either repeated free-recall testing or repeated studying.
- Testing conditions involved one or three immediate free-recall tests without feedback.
- A final retention test was administered after 5 minutes, 2 days, or 1 week.
Main Results:
- Immediate recall favored repeated studying over repeated testing.
- On delayed retention tests (2 days, 1 week), repeated testing significantly outperformed repeated studying.
- Repeated studying increased confidence, but did not enhance long-term retention as effectively as testing.
Conclusions:
- Testing is a potent method for enhancing learning and long-term memory retention.
- The benefits of testing on learning extend beyond mere opportunities for restudying.
- Educational strategies should leverage retrieval practice to improve student learning outcomes.