Learning Adinkra symbols: The effect of testing

The testing effect (i.e., long-term memory is improved more by intermediate testing than by restudying the information) has been studied using a variety of materials. However, almost all testing effect studies to date have used purely verbal materials such as word pairs, facts and prose passages. The testing effect has not yet been established using symbol–word pairs. In the present study symbol–word pairs were used as to-be-learned materials to demonstrate the generalisability of the testing effect to symbol learning. The results showed that there was no difference in final memory-test performance after a retention interval of 5 minutes, but after a retention interval of a week tested pairs were retained better than repeatedly studied pairs. Hence, the present research suggests that the testing effect can also be obtained in symbol learning.

[1]  Jeffrey D. Karpicke,et al.  The Power of Testing Memory Basic Research and Implications for Educational Practice , 2006 .

[2]  Sean H. K. Kang.  Enhancing visuospatial learning: The benefit of retrieval practice , 2010, Memory & cognition.

[3]  Henry L. Roediger,et al.  Testing improves long-term retention in a simulated classroom setting , 2007 .

[4]  Arthur I. Gates,et al.  Recitation As a Factor in Memorizing , 1917 .

[5]  Cheryl I. Johnson,et al.  A Testing Effect with Multimedia Learning , 2009 .

[6]  James A. Kulik,et al.  Effects of Frequent Classroom Testing. , 1991 .

[7]  Thomas C. Toppino,et al.  The testing effect and the retention interval: questions and answers. , 2009, Experimental psychology.

[8]  N. J. Slamecka,et al.  The generation effect as an artifact of selective displaced rehearsal. , 1987 .

[9]  M. McDaniel,et al.  Testing the testing effect in the classroom , 2007 .

[10]  Shana K. Carpenter,et al.  The effects of tests on learning and forgetting , 2008, Memory & cognition.

[11]  Katherine A. Rawson,et al.  Testing the retrieval effort hypothesis: Does greater difficulty correctly recalling information lead to higher levels of memory? , 2009 .

[12]  Robert A. Bjork,et al.  Optimum rehearsal patterns and name learning , 1978 .

[13]  Kathleen B McDermott,et al.  Retrieval-induced facilitation: initially nontested material can benefit from prior testing of related material. , 2006, Journal of experimental psychology. General.

[14]  Jeffrey D. Karpicke,et al.  Test-Enhanced Learning , 2006, Psychological science.

[15]  Harold Pashler,et al.  Testing beyond words: Using tests to enhance visuospatial map learning , 2007, Psychonomic bulletin & review.

[16]  R. H. Baayen,et al.  The CELEX Lexical Database (CD-ROM) , 1996 .

[17]  J M VANDERPLAS,et al.  The association value of random shapes. , 1959, Journal of experimental psychology.

[18]  Shana K. Carpenter,et al.  Enhancing learning and retarding forgetting: Choices and consequences , 2007, Psychonomic bulletin & review.

[19]  Shana K. Carpenter,et al.  Application of the Testing and Spacing Effects to Name Learning , 2005 .