Test-Enhanced Learning¶
Roediger, H. L., & Karpicke, J. D. (2006). Test-Enhanced Learning: Taking Memory Tests Improves Long-Term Retention. Psychological Science, 17(3), 249-255.
Cited by¶
7 citations across 7 artifacts.
Each citation links to the sentence it supports in the citing article.
Primes¶
- Mastery Learning
- Roediger and Karpicke's (2006) testing-effect findings show that retrieval practice and spaced re-engagement after initial learning durably improve long-term retention and transfer — the empirical lever post-mastery synthesis activities pull.
This sourceDemonstrates that retrieval practice (testing effect) produces superior long-term retention and transfer compared to additional study — empirical support for spaced post-mastery synthesis activities.
- Roediger and Karpicke's (2006) testing-effect findings show that retrieval practice and spaced re-engagement after initial learning durably improve long-term retention and transfer — the empirical lever post-mastery synthesis activities pull.
- Spaced Repetition
This sourceDemonstrates that retrieval practice (testing effect) produces superior long-term retention and transfer compared to additional study — empirical support for spaced post-mastery synthesis activities.
- Stressor Induced Adaptation
- Roediger and Karpicke (2006) demonstrated the testing effect: students who repeatedly retrieved material under test conditions remembered far more on a delayed final test than students who restudied, even though the restudy group performed better on immediate measures.
This sourceDemonstrates that retrieval practice (testing effect) produces superior long-term retention and transfer compared to additional study — empirical support for spaced post-mastery synthesis activities.
- Roediger and Karpicke (2006) demonstrated the testing effect: students who repeatedly retrieved material under test conditions remembered far more on a delayed final test than students who restudied, even though the restudy group performed better on immediate measures.
Domain-specific¶
- Elaborative Encoding
- Retrieval practice strengthens or reorganizes an already-encoded trace through later attempts to recover it
This sourceShows that testing already-studied prose produces substantially greater delayed retention than restudying it, establishing that retrieval acts on an already-encoded trace; it does not address reorganisation of that trace.
- Retrieval practice strengthens or reorganizes an already-encoded trace through later attempts to recover it
Mechanisms¶
- Follow-Up Retrieval Probe
- Retrieval under varied conditions after a delay
This sourceEvaluates retention with delayed final recall tests administered two days and one week after learning.
- Retrieval under varied conditions after a delay
- Retrieval Quiz
- The quiz's engine is the testing effect: retrieving an answer strengthens memory more than re-studying it, so the assessment doubles as the intervention.
This sourceDemonstrates the testing effect: retrieval tests improve delayed retention more than repeated study, so a test can serve as both assessment and learning intervention.
- The quiz's engine is the testing effect: retrieving an answer strengthens memory more than re-studying it, so the assessment doubles as the intervention.
- Route Traversal Rehearsal Exercise
- The testing effect is the reason: actively retrieving material strengthens memory far more than re-studying it for the same time.
This sourceShows that active retrieval strengthens delayed retention and can outperform spending the same additional time restudying.
- The testing effect is the reason: actively retrieving material strengthens memory far more than re-studying it for the same time.
Verification¶
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