期刊
APPLIED COGNITIVE PSYCHOLOGY
卷 23, 期 6, 页码 760-771出版社
JOHN WILEY & SONS LTD
DOI: 10.1002/acp.1507
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Laboratory Studies show that retention of information can be powerfully enhanced through testing, but evidence for their utility to promote long-term retention of course information is limited. We assessed 8th grade students' retention of U.S. history facts. Facts were reviewed after I week, 16 weeks or not reviewed at all. Some facts were reviewed by testing (Who assassinated president Abraham Lincoln?) followed by feedback (John Wilkes Booth), while others were re-studied. Nine months later, all students received a test covering all of the facts. Facts reviewed through testing were retained significantly better than facts reviewed through re-studying, and nearly twice as well as those given no review. The best retention occurred for facts that were reviewed by testing after a 16-week time interval. Although the gain in item was numerically small, due to floor effects, these results support the notion that testing can enhance long-term retention of course knowledge. Copyright (c) 2008 John Wiley & Sons, Ltd.
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