Preliminary Analysis of Repeated Testing as a Method to Enhance Long-Term Retention of Knowledge

Paul Santi is a professor of Geology and Geological Engineering at the Colorado School of Mines. He has 16 experience teaching at the university level and 6 years experience in the geotechnical and environmental consulting industry. He obtained a B.S. in Geology and Physics from Duke University, an M.S. in Geology from Texas A&M University, and a Ph.D. in Geological Engineering from the Colorado School of Mines. His research areas include ways to enhance learning in the field of geological engineering, as well as understanding and mitigation of natural hazards.

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

[2]  E. Kandel,et al.  Memory: From Mind to Molecules , 1999 .

[3]  E. Hilgard.  The trilogy of mind: cognition, affection, and conation. , 1980, Journal of the history of the behavioral sciences.

[4]  D. Schacter,et al.  Interactions Between Forms of Memory: When Priming Hinders New Episodic Learning , 2000, Journal of Cognitive Neuroscience.

[5]  Mark A. McDaniel,et al.  Altering memory representations through retrieval. , 1985 .

[6]  L. Squire,et al.  100 years of consolidation--remembering Müller and Pilzecker. , 1999, Learning & memory.

[7]  A. Dale,et al.  Building memories: remembering and forgetting of verbal experiences as predicted by brain activity. , 1998, Science.

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

[9]  David A. Balota,et al.  Expanded vs. Equal Interval Spaced Retrieval Practice: Exploring Different Schedules of Spacing and Retention Interval in Younger and Older Adults , 2008, Neuropsychology, development, and cognition. Section B, Aging, neuropsychology and cognition.

[10]  Henry L. Roediger,et al.  Disparate Effects of Repeated Testing: Reconciling Ballard's (1913) and Bartlett's (1932) Results , 1992 .

[11]  William L. Cull,et al.  Untangling the benefits of multiple study opportunities and repeated testing for cued recall , 2000 .

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

[13]  Jeffrey D. Karpicke,et al.  Expanding retrieval practice promotes short-term retention, but equally spaced retrieval enhances long-term retention. , 2007, Journal of experimental psychology. Learning, memory, and cognition.

[14]  Jeffrey D. Karpicke,et al.  Metacognitive strategies in student learning: Do students practise retrieval when they study on their own? , 2009, Memory.

[15]  B. Bloom,et al.  Taxonomy of Educational Objectives. Handbook I: Cognitive Domain , 1966 .

[16]  R. Bjork.  Memory and metamemory considerations in the training of human beings. , 1994 .

[17]  D. Halpern,et al.  Applying the Science of Learning to the University and Beyond: Teaching for Long-Term Retention and Transfer , 2003 .