Establishing and explaining the testing effect in free recall for young children
Bibliographic Data
| ID | 9788957 |
|---|---|
| Authors | Stacy L Lipowski (0009-0007-2573-5037, High Point University, corresponding author), Mary A Pyc (Washington University in St. Louis), John Dunlosky (0000-0002-7367-7958, Kent State University), Katherine A Rawson (0000-0001-8800-8274, Kent State University) |
| Year | 2014 |
| Volume | 50 |
| Issue | 4 |
| Pages | 994-1000 |
| Publication date | 2014-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Developmental Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0012-1649 • E-ISSN: 1939-0599 |
| Publisher | American Psychological Association (APA) (PUBLISHER) |
| DOI | 10.1037/a0035202 |
| PMID | 24294884 |
| OpenAlex | W2169038559 |
| Language | EN |
| Citations received | 7 |
| References cited | 10 |
Research has consistently shown memory is enhanced when learning combines test trials with study trials compared with study trials alone (i.e., testing effect). However, the majority of work on testing effects has involved undergraduate students. In the current experiment, the authors examined testing effects in 2 groups of elementary school children. First and 3rd graders learned 1 list of words in a test-plus-restudy condition and a 2nd list of words in a restudy condition. In addition to examining the benefits of testing in children, the authors examined possible explanations for the memorial benefits of testing that have received initial support in adult populations (Zaromb & Roediger, 2010). Results showed that the benefits of testing extend to elementary school children and that testing enhanced item-specific processing but not relational processing. Third graders were also aware of the memorial benefits of testing, whereas 1st graders were not. Most important, even 1st graders benefit from testing, in part because testing allows them to capitalize on their ability to process item-specific information
Cognitive psychology · Developmental psychology · Free recall · Mathematics education · Recall · Standardized test · Test (biology · Deception detection and forensic psychology · Intelligent Tutoring Systems and Adaptive Learning · Memory Processes and Influences · Psychology
Retrieval‐based learning in special education
Retrieval practice benefits for spelling performance in fifth-grade children
What constrains people’s ability to learn about the testing effect through task experience
The testing effect with free recall
Learning techniques to improve memory in children
The effect of retrieval practice on vocabulary learning for DHH children
Children’s Retrieval of Science Facts
The critical role of retrieval practice in long-term retention
Test-Enhanced Learning
Improving Students’ Learning With Effective Learning Techniques
The Enigma of Organization and Distinctiveness
Learning rate, learning opportunities, and the development of forgetting
Developmental and individual differences in young children’s use and maintenance of a selective memory strategy
Age and schooling effects in story recall and story production
Multiple memory systems are unnecessary to account for infant memory development
Strategy acquisition and transfer among American and German children
Comparison of measures for the estimation of clustering in free recall
| Unique citing works | 7 |
|---|---|
| Citations per year | 1,75 |
| Citation span | 2022 - 2025 (4) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 7 |