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Using tests to reduce mind-wandering during learning review.

Daniel J Peterson1, Kathryn Wissman2

  • 1Department of Psychology, Skidmore College, Saratoga Springs, NY, USA.

Memory (Hove, England)
|April 10, 2020
PubMed
Summary
This summary is machine-generated.

Testing helps improve memory retention by reducing mind-wandering during study sessions. This engaged review process, prompted by testing, leads to better recall of learned material.

Keywords:
Retrieval practicemetacognitionmind-wanderingtesting effect

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Area of Science:

  • Cognitive Psychology
  • Educational Psychology
  • Learning Sciences

Background:

  • Retrieval practice, or testing, is known to enhance long-term retention of learned information.
  • The underlying mechanisms for this testing effect are still under investigation.
  • Previous research has not fully explored how testing influences learner engagement during review.

Purpose of the Study:

  • To investigate whether testing reduces mind-wandering during the review phase of learning.
  • To determine if reduced mind-wandering mediates the memory benefits of testing.
  • To explore the role of engaged review in the mnemonic benefits of retrieval practice.

Main Methods:

  • Two experiments were conducted involving participants encoding a list of words.
  • Participants reviewed the material through either a free recall test or re-reading.
  • Self-reports on task engagement (mind on/off task) were collected during the review period.

Main Results:

  • Testing significantly decreased mind-wandering compared to re-reading.
  • Reduced mind-wandering during review was correlated with improved final memory test performance.
  • The act of testing appears to promote a more focused and efficient review process.

Conclusions:

  • The mnemonic benefits of testing may arise not only from retrieval itself but also from reduced mind-wandering.
  • Testing encourages learners to engage more deeply with the material during review.
  • These findings highlight the importance of active engagement in learning and memory consolidation.