Expecting to teach enhances learning and organization of knowledge in free recall of text passages

Nestojko, John F.; Bui, Dung C.; Kornell, Nate; Bjork, Elizabeth Ligon

doi:10.3758/s13421-014-0416-z

Cited by 84 publications

(84 citation statements)

References 37 publications

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“…Prior research has found that test expectancy (knowing that one will be tested) plays an important role in encoding and long-term retention (Nestojko, Bui, Kornell, & Bjork, 2014;Szpunar, McDermott, & Roediger, 2007;Weinstein et al, 2014).…”

Section: Discussionmentioning

confidence: 99%

The forward testing effect on self-regulated study time allocation and metamemory monitoring.

Yang¹,

Potts²,

Shanks³

2017

Journal of Experimental Psychology: Applied

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The forward testing effect describes the finding that testing of previously studied information potentiates learning and retention of new information. Here we asked whether interim testing boosts self-regulated study time allocation when learning new information and explored its effect on metamemory monitoring. Participants had unlimited time to study five lists of Euskara-English word pairs (Experiment 1) or four lists of face-name pairs (Experiment 2). In a No Interim Test group which was only tested on the final list, study time decreased across successive lists. In contrast, in an Interim Test group, which completed a recall test after each list, no such decrease was observed.Experiments 3 and 4 were designed to investigate the forward testing effect on metamemory monitoring and found that this effect is associated with metacognitive insight. Overall, the current study reveals that interim tests prevent the reduction of study time across lists and that people's metamemory monitoring is sensitive to the forward benefit of interim testing. Moreover across all four experiments, the Interim Test group was less affected by proactive interference in the final list interim test than the No Interim Test group. The results suggest that variations in both encoding and retrieval processes contribute to the forward benefit of interim testing.Keywords: forward testing effect; self-regulated learning; encoding; retrieval; metamemory monitoring Forward testing effect 3With the increasing popularity and availability of free online courses and learning aids, selfregulated learning is taking place more and more outside of the formal classroom (Bjork, Dunlosky, & Kornell, 2013). To use these opportunities effectively, learners must understand how to regulate their behaviour to optimize learning, comprehension, and knowledge transfer. However, recent studies reveal that we are far from being sophisticated learners (for a review, see Bjork et al., 2013).Therefore, self-regulated learning has become a significant focus of theoretical and empirical research for both psychologists and educators.A few studies have been conducted employing interim tests to optimize self-regulated learning of previously studied or tested information (Karpicke, 2009;Soderstrom & Bjork, 2014). But no research has yet been undertaken employing interim tests to optimize self-regulated learning of new information. One aim of the current study is to fill this gap. Specifically, we explored how interim tests influence subsequent self-regulated study time allocation when learning new information. Backward testing effectIn educational settings, testing is usually regarded as an evaluative instrument to assess learning and comprehension. A large body of research has supplied convincing evidence that testing is also an effective instrument to facilitate long term retention (for a review, see Roediger & Karpicke, 2006a). The common finding that retrieval of previously studied information enhances its retention by comparison with restudying that informat...

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Section: Discussionmentioning

confidence: 99%

The forward testing effect on self-regulated study time allocation and metamemory monitoring.

Yang¹,

Potts²,

Shanks³

2017

Journal of Experimental Psychology: Applied

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“…This form of reflective practice has cemented difficult concepts and improved our understandings of them (Nestojko et al, 2014). This practice of teaching to participants outside of our discipline increased our understanding of knowledge translation, a vital tool in communicating research.…”

Section: Discussionmentioning

confidence: 99%

“…For example, expectation of teaching content has been found to improve learning and knowledge organisation. Participants expecting to subsequently teach material acquire a better knowledge of material than participants merely expecting to be tested on it (Nestojko, Bui, Kornell, & Bjork, 2014). As mentors we have improved our learning through the facilitation of workshops which focus on enhancing the HDR candidate experience.…”

Section: Teaching Enhances Learningmentioning

confidence: 99%

Peer-mentors Reflect on the Benefits of Mentoring: An Autoethography

Booth

Merga

Roni³

2016

IJDS

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Many PhD candidates bring with them a wealth of knowledge and skills; however, these may not sufficiently prepare candidates to work with high autonomy on a project with often limited interaction with the wider research community. A peer-mentor program model, in which a mentor delivers dyadic and group support to higher degree by research students from different disciplines and backgrounds, has the potential to enhance candidates' knowledge and skills. However, the mentors themselves can experience significant advantages, as peer-mentoring can also have a positive effect on the mentors' research experience. In order to further understanding of the potential benefits of peer-mentoring for mentors, three researchers explore their experiences as peermentors through an autoethnographic framework. Through discussing their personal experiences as peer-mentors, the researchers identified a range of benefits for themselves. These benefits involved finding that peer-mentoring enhanced their own learning, fostered reflective practice, and provided current tertiary teaching and research support experience. Peer mentoring also gave them broad exposure to a breadth of disciplines, theories, and methods; provided project management insights; created opportunities for professional networking; supported their social needs; and gave them invaluable insight into other candidate/supervisor relationships. Their role in a peer-mentor model has shaped their experiences as PhD candidates and also informed their decisions after graduation.

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“…Adaptations of the learning pyramid have been made in different contexts and even with different values for the percentages of learning and retention, being highly relevant here the one shared by The World Bank (n.d.), placing the retention rate-and therefore the learning-of teaching at the 90%, the highest of all the shown ones. Although the learning pyramid seems to lack the evidence needed to support the use of particular percentages and the implied comparison between ways to deal with the information acquired (Letrud & Hernes, 2016) the value of teaching as a tool for learning is supported beyond the pyramid framework, as evidence in Cortese (2005), Chase, Chin, Oppezzo, andSchwartz (2009), or Nestojko, Bui, Kornell, andBjork (2014) supports. Furthermore, there is a whole theory on learning by teaching, known as LdL for its German acronym, as presented by Grzega (2005, Sep).…”

Section: Theoretical Supportmentioning

confidence: 99%

Aprendo Enseñando: Autonomy, Creativity, and Technology to Promote Mathematical Learning

Pedraza¹

2017

Proceedings of the 3rd International Conference on Higher Education Advances

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Expecting to teach enhances learning and organization of knowledge in free recall of text passages

Cited by 84 publications

References 37 publications

The forward testing effect on self-regulated study time allocation and metamemory monitoring.

The forward testing effect on self-regulated study time allocation and metamemory monitoring.

Peer-mentors Reflect on the Benefits of Mentoring: An Autoethography

Aprendo Enseñando: Autonomy, Creativity, and Technology to Promote Mathematical Learning

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