<p>In this study, we examined whether retrieval practice promoting conceptual integration can improve test performance and self-assessment. Prior to testing, introductory psychology students received retrieval practice through their weekly lab sessions. Short-answer questions for practice exercises emphasized either single concepts or conceptual integration, whereas those for tests concerned individual concepts. During the first half of the semester, test performance was higher following practice focused on concepts than practice focused on conceptual integration. No difference existed during the second half. Performance was correlated with estimates before testing when practice emphasized individual concepts, but not conceptual integration. The transfer-appropriate processing framework offers an account for these data by suggesting that emphasis on conceptual integration might have fostered discrepancy between conceptual operations used for practice and those utilized for testing, affecting test performance.</p><p> </p>

A well-established principle in the literature on learning, which maintains that variability of practice enhances long-term retention, served as the foundation of a summer program intended to ameliorate reading skills in incoming freshmen. During a 4-week period, students received reading instruction in the context of four areas: humanities, social/behavioral sciences, natural/physical sciences and visual arts. Reading scores increased for most participants from pre-to post-testing. Attitudes towards basic skills such as reading, writing, cooperative work and public speaking also improved from pre-to post-testing. ResumenUno de los principios bases de la investigación sobre el aprendizaje, el cual propone que la versatilidad en la práctica mejora la retención, sirve como fundamento para apoyar el programa de verano que intenta enriquecer las destrezas de lectura para los estudiantes universitarios de primer año. Durante las cuatro semanas del curso, los estudiantes reciben instrucción de lectura en cuatro áreas específicas: humanidades, ciencias sociales y de comportamiento, ciencias naturales y físicas y las artes visuales. Las calificaciones de los exámenes preliminares y posteriores demostraron que la escritura mejoró en la mayoría de los participantes. Los resultados también mostraron una mejora en las aptitudes hacia las destrezas básicas como la lectura, redacción, trabajo cooperativo y hablar en público.