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Testing Effect on High-Level Cognitive Skills

The testing effect is one of the strongest learning techniques documented to date. Although the effects of testing on high-level learning are promising, fewer studies on this have been done. In this classroom application of the testing effect, we aimed to 1) determine whether a testing effect exists...

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Detalles Bibliográficos
Autores principales: Jensen, Jamie L., McDaniel, Mark A., Kummer, Tyler A., Godoy, Patricia D. D. M., St. Clair, Bryn
Formato: Online Artículo Texto
Lenguaje:English
Publicado: American Society for Cell Biology 2020
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8711821/
https://www.ncbi.nlm.nih.gov/pubmed/32870092
http://dx.doi.org/10.1187/cbe.19-10-0193
Descripción
Sumario:The testing effect is one of the strongest learning techniques documented to date. Although the effects of testing on high-level learning are promising, fewer studies on this have been done. In this classroom application of the testing effect, we aimed to 1) determine whether a testing effect exists on high-level testing; 2) determine whether higher-level testing has an effect on low-level content retention; and 3) determine whether content knowledge, cognitive skill, or additional components are responsible for this effect. Through a series of two experiments, we confirmed a testing effect on high-level items. However, improved content retention due to testing was not observed. We suggest that this high-level testing effect is due to a better ability to apply specific skills to specific content when this application process has appeared on a previous exam.