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A Learning Method for All: The Testing Effect Is Independent of Cognitive Ability

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Title: A Learning Method for All: The Testing Effect Is Independent of Cognitive Ability
Language: English
Authors: Jonsson, Bert (ORCID 0000-0002-5884-6469), Wiklund-Hörnqvist, Carola (ORCID 0000-0002-5523-490X), Stenlund, Tova (ORCID 0000-0001-5030-3120), Andersson, Micael (ORCID 0000-0003-4743-6365), Nyberg, Lars (ORCID 0000-0002-3367-1746)
Source: Journal of Educational Psychology. Jul 2021 113(5):972-985.
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: 14
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Testing, Cognitive Ability, Individual Differences, Secondary School Students, Brain Hemisphere Functions, Diagnostic Tests, Retention (Psychology), Swedish, African Languages, Language Tests, Memory, Scores, Correlation, Semantics, Language Processing, Foreign Countries, Intelligence Tests, Measures (Individuals), Spatial Ability, Visual Perception, Grades (Scholastic)
Geographic Terms: Sweden
Assessment and Survey Identifiers: Raven Advanced Progressive Matrices
DOI: 10.1037/edu0000627
ISSN: 0022-0663
Abstract: The testing effect, defined as the positive effect of "retrieval practice" (i.e., self-testing) on long-term memory retention relative to other ways to support learning, is a robust empirical phenomenon. Despite substantial scientific evidence for the testing effect, less is known about its effectiveness in relation to individual differences in cognitive ability. In the present study, we examine whether the effect of retrieval practice is beneficial independent of cognitive ability using behavioral and brain imaging data. In a within-subject design, upper-secondary students learned Swahili-Swedish word pairs through retrieval practice and study. The testing effects were assessed at a direct test and for a subsample after 1- and 4-weeks retention intervals, respectively. Another subsample performed the 1-week retention test during functional MRI (fMRI). Memory retention was analyzed in relation to an educationally relevant composite score dividing participants into low, intermediate, and high cognitive-ability groups. We provide behavioral evidence that the testing effect is independent of cognitive ability. The fMRI findings confirmed a general effectiveness of retrieval practice by showing that brain regions associated with successful retrieval of conceptual representations and semantic processing were more strongly engaged after retrieval practice in all cognitive-ability groups. It is argued that the advantages of retrieval practice should be conveyed to all teachers and students.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1303739
Database: ERIC
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  Data: A Learning Method for All: The Testing Effect Is Independent of Cognitive Ability
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  Data: <searchLink fieldCode="AR" term="%22Jonsson%2C+Bert%22">Jonsson, Bert</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5884-6469">0000-0002-5884-6469</externalLink>)<br /><searchLink fieldCode="AR" term="%22Wiklund-Hörnqvist%2C+Carola%22">Wiklund-Hörnqvist, Carola</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5523-490X">0000-0002-5523-490X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Stenlund%2C+Tova%22">Stenlund, Tova</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5030-3120">0000-0001-5030-3120</externalLink>)<br /><searchLink fieldCode="AR" term="%22Andersson%2C+Micael%22">Andersson, Micael</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4743-6365">0000-0003-4743-6365</externalLink>)<br /><searchLink fieldCode="AR" term="%22Nyberg%2C+Lars%22">Nyberg, Lars</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-3367-1746">0000-0002-3367-1746</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Educational+Psychology%22"><i>Journal of Educational Psychology</i></searchLink>. Jul 2021 113(5):972-985.
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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: 14
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  Data: Journal Articles<br />Reports - Research
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  Data: 10.1037/edu0000627
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  Data: 0022-0663
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  Data: The testing effect, defined as the positive effect of "retrieval practice" (i.e., self-testing) on long-term memory retention relative to other ways to support learning, is a robust empirical phenomenon. Despite substantial scientific evidence for the testing effect, less is known about its effectiveness in relation to individual differences in cognitive ability. In the present study, we examine whether the effect of retrieval practice is beneficial independent of cognitive ability using behavioral and brain imaging data. In a within-subject design, upper-secondary students learned Swahili-Swedish word pairs through retrieval practice and study. The testing effects were assessed at a direct test and for a subsample after 1- and 4-weeks retention intervals, respectively. Another subsample performed the 1-week retention test during functional MRI (fMRI). Memory retention was analyzed in relation to an educationally relevant composite score dividing participants into low, intermediate, and high cognitive-ability groups. We provide behavioral evidence that the testing effect is independent of cognitive ability. The fMRI findings confirmed a general effectiveness of retrieval practice by showing that brain regions associated with successful retrieval of conceptual representations and semantic processing were more strongly engaged after retrieval practice in all cognitive-ability groups. It is argued that the advantages of retrieval practice should be conveyed to all teachers and students.
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