Journal
CLINICAL PSYCHOLOGICAL SCIENCE
Volume 4, Issue 1, Pages 136-143Publisher
SAGE PUBLICATIONS INC
DOI: 10.1177/2167702614565175
Keywords
attention-deficit/hyperactivity disorder (ADHD); memory; cognitive; processes
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Funding
- James S. McDonnell Foundation 21st Century Science Initiative in Bridging Brain, Mind and Behavior
- University of Richmond Faculty Summer Research Grant
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Taking tests on to-be-learned material is one of the most powerful learning strategies available to students. We examined the magnitude and mechanisms of the testing effect in college students with (n = 25) and without (n = 75) attention-deficit/hyperactivity disorder by comparing the effect of practice testing versus a comparable amount of restudy on long-term recall. Participants learned two lists of 48 words representing eight categories-one via eight consecutive study trials and another via four alternating study and test trials-and took recall tests 2 days later. Both groups demonstrated a moderate testing effect (ds = 0.50, 0.57), and testing improved memory by enhancing both relational and item-specific processing. Results support the use of test-enhanced learning to promote the academic achievement of college students with attention-deficit/hyperactivity disorder and the inclusion of self-testing strategies into skills-based interventions for this population.
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