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Choose this following statement, and provide 2 pieces of evidence from the paragraphs that support it. 1. Testing enhances the retention of information.

Choose this following statement, and provide 2 pieces of evidence from the paragraphs that support it. 1. Testing enhances the retention of information.

Ciccarelli: Psychology_5 (5th Edition)
Ciccarelli: Psychology_5 (5th Edition)
5th Edition
ISBN:9780134477961
Author:Saundra K. Ciccarelli, J. Noland White
Publisher:Saundra K. Ciccarelli, J. Noland White
Chapter1: The Science Of Psychology
Section: Chapter Questions
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Testing Enhances Retention of Information The clearest benefit of testing is that it enhances your ability to engage in durable learning of information. That is, testing increases the chance you will learn information and that this learning will persist over time. For example, one famous study (Roediger & Karpicke, 2006b) had students read several short passages about different topics like the sun or sea otters. For some passages, right after the initial reading, the participants were asked to read the passage one more time. Because they studied it twice, they can be labeled the study-study group. For other passages, right after reading, the passage was taken away and participants were asked to write down as much as they could remember. Because this group studied the passage once and then took a test, they can be labeled the study-test group. After all of these activities, the researchers then had everyone take a final test to assess learning for the passage. Some participants took this test only five minutes after studying/testing on the passages. Others came back and took the final test two days or one week later, allowing the researchers to examine learning over time. The researchers measured how many ideas participants could remember from the initial passage. This graph shows the results of this study. Two patterns stand out. First, lots of studying in a short space of time seemed to confer a slight advantage when the final test was given after five minutes. Second, testing led to much better long-term mation. Specifically, an initial test led to better memory when the final test was given two days or one week later. Many studies have shown this pattern, suggesting that the benefits ofretention the final assessment occurs more than few minutes after initial learning (see Kornell, of testing are most apparent when Bjork, & Garcia, 2011; Rowland, 2014, for reviews; but see Adesope, Trevisan, & Sundararajan, 2017). 0.90 O Study-study O Study-test 0.80 0.70- 0.60 0.50 0.40 0.30 5 minutes 2 Days 1 Week Time until final test The percentage of idea units correctly recalled following multiple study opportunities (study-study) or initial study followed by a test (study-test). Adapted from Roediger and Karpicke (2006b). Parcent of ideas recalled
Transcribed Image Text:Testing Enhances Retention of Information The clearest benefit of testing is that it enhances your ability to engage in durable learning of information. That is, testing increases the chance you will learn information and that this learning will persist over time. For example, one famous study (Roediger & Karpicke, 2006b) had students read several short passages about different topics like the sun or sea otters. For some passages, right after the initial reading, the participants were asked to read the passage one more time. Because they studied it twice, they can be labeled the study-study group. For other passages, right after reading, the passage was taken away and participants were asked to write down as much as they could remember. Because this group studied the passage once and then took a test, they can be labeled the study-test group. After all of these activities, the researchers then had everyone take a final test to assess learning for the passage. Some participants took this test only five minutes after studying/testing on the passages. Others came back and took the final test two days or one week later, allowing the researchers to examine learning over time. The researchers measured how many ideas participants could remember from the initial passage. This graph shows the results of this study. Two patterns stand out. First, lots of studying in a short space of time seemed to confer a slight advantage when the final test was given after five minutes. Second, testing led to much better long-term mation. Specifically, an initial test led to better memory when the final test was given two days or one week later. Many studies have shown this pattern, suggesting that the benefits ofretention the final assessment occurs more than few minutes after initial learning (see Kornell, of testing are most apparent when Bjork, & Garcia, 2011; Rowland, 2014, for reviews; but see Adesope, Trevisan, & Sundararajan, 2017). 0.90 O Study-study O Study-test 0.80 0.70- 0.60 0.50 0.40 0.30 5 minutes 2 Days 1 Week Time until final test The percentage of idea units correctly recalled following multiple study opportunities (study-study) or initial study followed by a test (study-test). Adapted from Roediger and Karpicke (2006b). Parcent of ideas recalled
The bottom line is that when it comes to durable, long-lasting learning, testing gives you much more bang for your buck. That is, your time will be spent much more efficiently when you practice retrieving information rather than simply reading that information over and over. As an illustrative example, in one experiment (Karpicke & Roediger, 2008), participants learned Swahili words and their English translations (e.g., pomba-beer) in cycles. The participants continuously learned the words and took a test (pomba-?), only to repeat the procedure until all of the translations could be correctly recalled once. But there was a catch. For some participants, when a translation was correctly recalled the first time, it was not tested again and continuously restudied in subsequent cycles. Thus, participants in this group had multiple study opportunities. For other participants, when a translation was correctly recalled the first time, it was never studied again and only tested in subsequent cycles. Thus, these participants had multiple testing opportunities. Everyone then came back and took a final test one week after the initial learning phase. On average, those who had many testing opportunities correctly remembered approximately 80% of the translations. Participants who had many study opportunities remembered approximately 36% of the translations. Thus, lots of testing is much better for leaming than lots of restudying (but see Soderstrom, Kerr, & Bjork, 2016, for an analysis of spacing benefits in this experiment). To finish up your own demonstration of the benefits of testing. The research literature is filled with findings showing benefits of testing for a variety of materials. Two recent reviews of the literature confirm this (Rowland, 2014; Adesope et al., 2017). For example, one review of 159 different studies and thousands of subjects in experiments showed that participants were about 2.5 times more likely to remember tested information on a final assessment compared with studying alone (Rowland, 2014). Phrased differently, given the same amount of time learning the material, engaging in testing makes you over twice as likely to remember that information. Choose this following statement, and provide 2 pieces of evidence from the paragraphs that support it. 1. Testing enhances the retention of information.
Transcribed Image Text:The bottom line is that when it comes to durable, long-lasting learning, testing gives you much more bang for your buck. That is, your time will be spent much more efficiently when you practice retrieving information rather than simply reading that information over and over. As an illustrative example, in one experiment (Karpicke & Roediger, 2008), participants learned Swahili words and their English translations (e.g., pomba-beer) in cycles. The participants continuously learned the words and took a test (pomba-?), only to repeat the procedure until all of the translations could be correctly recalled once. But there was a catch. For some participants, when a translation was correctly recalled the first time, it was not tested again and continuously restudied in subsequent cycles. Thus, participants in this group had multiple study opportunities. For other participants, when a translation was correctly recalled the first time, it was never studied again and only tested in subsequent cycles. Thus, these participants had multiple testing opportunities. Everyone then came back and took a final test one week after the initial learning phase. On average, those who had many testing opportunities correctly remembered approximately 80% of the translations. Participants who had many study opportunities remembered approximately 36% of the translations. Thus, lots of testing is much better for leaming than lots of restudying (but see Soderstrom, Kerr, & Bjork, 2016, for an analysis of spacing benefits in this experiment). To finish up your own demonstration of the benefits of testing. The research literature is filled with findings showing benefits of testing for a variety of materials. Two recent reviews of the literature confirm this (Rowland, 2014; Adesope et al., 2017). For example, one review of 159 different studies and thousands of subjects in experiments showed that participants were about 2.5 times more likely to remember tested information on a final assessment compared with studying alone (Rowland, 2014). Phrased differently, given the same amount of time learning the material, engaging in testing makes you over twice as likely to remember that information. Choose this following statement, and provide 2 pieces of evidence from the paragraphs that support it. 1. Testing enhances the retention of information.
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