backwards testing effect

learning to learn

Karpicke et al, 2009

surveyed students’ study strategies

84%: re-reading notes/ textbook

11%: self testing

Kornell and Bjork, 2007

asked “if you quiz yourself while you study, why do you do so”

68%: to figure out how well they have learnt the information

18%: I learn more that way than re-reading

9%: I don’t usually quiz myself

4%: I find it more enjoyable

what is the backwards testing effect?

actively retrieving previously studied information strengthens memory

taking a test on studied material improves later retrieval of the same material

retrieval practice and backwards testing effect?

retrieval practice produces superior memory to restudy

simple memory model used for experiments

encoding- initial learning phase where pps study information

storage- looks at how long the information is stored by manipulating the retention interval

retrieval- final test where ops are asked to retrace the information from the initial learning phase

common experimental design

what is a retention interval?

the time between encoding and final test phase

Roediger and Karpicke, 2006- key example

pps studied two prose passages

they studied one passage twice, and the other once

then completed a free recall test (with no feedback)

pps completed final free recall tests for each passage either 5 minutes, 2 days or 1 week later

results: for short retention intervals, restudying was better (after 5 minutes). for longer retention intervals, testing was more effective

what is the theory of transfer appropriate processing?

final test performance should be better when cognitive processes required at encoding and retrieval are the same/similar

mismatch leads to poor performance

what is the theory of retrieval effort hypothesis?

retrieval is more difficult than passive study and serves as a desirable difficulty

the greater the retrieval effort, the greater the benefit of testing

what is the theory of mediator effectiveness hypothesis?

testing creates strong mental links (mediators) between cues and targets, making them easier to recall

semantic elaboration during initial test boots subsequent memory

testing in the real world?

the backwards testing effect is a reliable phenomenon in the lab and in the classroom

Mcdaniel et al, 2007

students took weekly quizzes or were given information to read only

quizzing but not restudying, enhanced final test performance

Agarwal et al, 2021

meta-analysis of 50 experiments of retrieval practice

94% of studies revealed positive effects

Kromann et al, 2009

medical students’ final test performance was significantly better in the intervention group (teaching/ training and 30 minutes of low stakes testing) than the control group (teaching/ training and 30 minutes of running through a scenario)

tests and mental health?

stress impairs memory

but tests reduce anxiety- 72% of pre-college students said retrieval practice made them less anxious

Smith et al, 2016

pps studied a list of words and images

restudy or free-recall retrieval practice x3

24 hours later: stress induction or non-stressful control task

retrial practice enhanced recall and for the study group, stress impaired recall

retrieval practice can protect against memory loss effects of stress