Journal
PSYCHONOMIC BULLETIN & REVIEW
Volume 18, Issue 5, Pages 998-1005Publisher
SPRINGER
DOI: 10.3758/s13423-011-0113-x
Keywords
Testing effect; Function learning
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Is learning of a complex functional relationship enhanced by trying to predict what output will go with a given input, as compared to studying an input- output pair? We examined learning of a bilinear function and transfer to new items outside the trained range. Subjects either saw the input- output pairs (study-only condition) or attempted to guess the output and then saw the pair (test/study condition). The total study times were equated, and motivation was enhanced with a monetary bonus. Performance was markedly better for the test/study condition, both within the trained range and in the transfer test. This benefit of testing during training was observed on a criterial test administered shortly after training. Testing has long been shown to enhance the explicit learning and retention of verbal material; our present findings reveal a novel domain for which testing can also be advantageous-that is, function learning.
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