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On the Transfer of Prior Tests or Study Events to Subsequent Study

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Title: On the Transfer of Prior Tests or Study Events to Subsequent Study
Language: English
Authors: Storm, Benjamin C., Friedman, Michael C., Murayama, Kou, Bjork, Robert A.
Source: Journal of Experimental Psychology: Learning, Memory, and Cognition. Jan 2014 40(1):115-124.
Availability: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Peer Reviewed: Y
Page Count: 10
Publication Date: 2014
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Tests, Testing, Prior Learning, Recall (Psychology), Retention (Psychology), Undergraduate Students, African Languages, English, Statistical Analysis
Geographic Terms: California
DOI: 10.1037/a0034252
ISSN: 0278-7393
Abstract: Tests, as learning events, are often more effective than are additional study opportunities, especially when recall is tested after a long retention interval. To what degree, though, do prior test or study events support subsequent study activities? We set out to test an implication of Bjork and Bjork's (1992) new theory of disuse--that, under some circumstances, prior study may facilitate subsequent study more than does prior testing. Participants learned English-Swahili translations and then underwent a practice phase during which some items were tested (without feedback) and other items were restudied. Although tested items were better recalled after a 1-week delay than were restudied items, this benefit did not persist after participants had the opportunity to study the items again via feedback. In fact, after this additional study opportunity, items that had been restudied earlier were better recalled than were items that had been tested earlier. These results suggest that measuring the memorial consequences of testing requires more than a single test of retention and, theoretically, a consideration of the differing status of initially recallable and nonrecallable items.
Abstractor: As Provided
Number of References: 40
Entry Date: 2015
Accession Number: EJ1056412
Database: ERIC
FullText Text:
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  Data: On the Transfer of Prior Tests or Study Events to Subsequent Study
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  Data: <searchLink fieldCode="AR" term="%22Storm%2C+Benjamin+C%2E%22">Storm, Benjamin C.</searchLink><br /><searchLink fieldCode="AR" term="%22Friedman%2C+Michael+C%2E%22">Friedman, Michael C.</searchLink><br /><searchLink fieldCode="AR" term="%22Murayama%2C+Kou%22">Murayama, Kou</searchLink><br /><searchLink fieldCode="AR" term="%22Bjork%2C+Robert+A%2E%22">Bjork, Robert A.</searchLink>
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  Data: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
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  Data: <searchLink fieldCode="DE" term="%22Tests%22">Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Testing%22">Testing</searchLink><br /><searchLink fieldCode="DE" term="%22Prior+Learning%22">Prior Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Recall+%28Psychology%29%22">Recall (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Retention+%28Psychology%29%22">Retention (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22African+Languages%22">African Languages</searchLink><br /><searchLink fieldCode="DE" term="%22English%22">English</searchLink><br /><searchLink fieldCode="DE" term="%22Statistical+Analysis%22">Statistical Analysis</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22California%22">California</searchLink>
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  Data: 10.1037/a0034252
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– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Tests, as learning events, are often more effective than are additional study opportunities, especially when recall is tested after a long retention interval. To what degree, though, do prior test or study events support subsequent study activities? We set out to test an implication of Bjork and Bjork's (1992) new theory of disuse--that, under some circumstances, prior study may facilitate subsequent study more than does prior testing. Participants learned English-Swahili translations and then underwent a practice phase during which some items were tested (without feedback) and other items were restudied. Although tested items were better recalled after a 1-week delay than were restudied items, this benefit did not persist after participants had the opportunity to study the items again via feedback. In fact, after this additional study opportunity, items that had been restudied earlier were better recalled than were items that had been tested earlier. These results suggest that measuring the memorial consequences of testing requires more than a single test of retention and, theoretically, a consideration of the differing status of initially recallable and nonrecallable items.
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  Data: As Provided
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– Name: DateEntry
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  Data: 2015
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