Retrieval Practice Is Effective Regardless of Self-Reported Need for Cognition - Behavioral and Brain Imaging Evidence

Wiklund-Hörnqvist, Carola; Stillesjö, Sara; Andersson, Micael; Jonsson, Bert; Nyberg, Lars

doi:10.3389/fpsyg.2021.797395

Cited by 7 publications

(1 citation statement)

References 63 publications

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“…21 Such a benefit of repeated testing is compatible with developing mechanistic frameworks that describe TEL as an active process of memory retrieval, one that strengthens the neural connections facilitating learning, retention and recall over time. 22 What is less clear is the conditions under which the knowledge that is consolidated under TEL can be generalised by the learner, 23,24 and this remains an active area of research.…”

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confidence: 99%

Timing's not everything: Immediate and delayed feedback are equally beneficial for performance in formative multiple‐choice testing

Ryan,

Judd,

Wilson

et al. 2023

Medical Education

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IntroductionTest‐enhanced learning (TEL) is an impactful teaching and learning strategy that prioritises active learner engagement through the process of regular testing and reviewing. While it is clear that meaningful feedback optimises the effects of TEL, the ideal timing of this feedback (i.e. immediate or delayed) in a medical education setting is unclear.MethodForty‐one second‐year medical students were recruited from the University of Melbourne. Participants were given a multiple‐choice question test with a mix of immediate (i.e. post‐item) and delayed (i.e. post‐item‐block) conceptual feedback. Students were then tested on near and far transfer items during an immediate post‐test, and at a one‐week follow‐up.ResultsA logistic mixed effects model was used to predict the probability of successful near and far transfer. As expected, participants in our study tended to score lower on far transfer items than they did on near transfer items. In addition, correct initial response on a parent question predicted subsequent correct responding. Contrary to our hypotheses, the feedback timing effect was non‐significant—there was no discernible difference between feedback delivered immediately versus delayed feedback.DiscussionThe findings of this study suggest that the timing of feedback delivery (post‐item versus post‐item‐block) does not influence the efficacy of TEL in this medical education setting. We therefore suggest that educators may consider practical factors when determining appropriate TEL feedback timing in their setting.

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confidence: 99%

Timing's not everything: Immediate and delayed feedback are equally beneficial for performance in formative multiple‐choice testing

Ryan,

Judd,

Wilson

et al. 2023

Medical Education

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Too Much Guidance? A Brief Review of How Cognitive Support Affects Learning Motor Skills and Implications for VR/XR Technologies

Oden,

Lamb,

Thorvald

et al. 2024

Lecture Notes in Computer Science

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Self-regulated use of retrieval practice: associations with individual differences in non-cognitive and cognitive factors

Bertilsson,

Stenlund,

Sundström

et al. 2024

Eur J Psychol Educ

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Retrieval practice is a learning strategy that has repeatedly been found to have positive effects on memory and learning. However, studies indicate that students rarely use retrieval practice on a voluntary basis. The objective of the present study was to examine students’ self-regulated use of retrieval practice, and to determine whether sex and individual differences in cognitive and non-cognitive aspects are related to optional use of practice testing. A classroom study was conducted with 146 upper-secondary school students taking courses in mathematics and Swedish. An ABAB design was used to compare students’ optional and non-optional use of retrieval practice (i.e., repeated online quizzing). Students performed cognitive tasks to assess working memory capacity and fluid intelligence and completed self-reports of non-cognitive factors related to school achievement, such as grit, need for cognition (NFC), conscientiousness and openness. Quiz use was then compared using paired- and independent-samples t-tests, and hierarchical linear regression analyses explored relations to individual differences. The results showed that students completed significantly fewer quizzes in the optional sections than in the non-optional sections, and that females completed significantly more optional quizzes than males in Swedish, but not in mathematics. Further, the results showed that conscientiousness predicted optional quiz use in mathematics, whereas sex, NFC, conscientiousness, and openness predicted quiz use in Swedish. To conclude, although the findings show a relatively low optional/self-regulated use of practice testing, in line with earlier research, they suggest that sex and non-cognitive factors, such as personality characteristics, can predict optional use of practice testing.

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Retrieval Practice Is Effective Regardless of Self-Reported Need for Cognition - Behavioral and Brain Imaging Evidence

Cited by 7 publications

References 63 publications

Timing's not everything: Immediate and delayed feedback are equally beneficial for performance in formative multiple‐choice testing

Timing's not everything: Immediate and delayed feedback are equally beneficial for performance in formative multiple‐choice testing

Too Much Guidance? A Brief Review of How Cognitive Support Affects Learning Motor Skills and Implications for VR/XR Technologies

Self-regulated use of retrieval practice: associations with individual differences in non-cognitive and cognitive factors

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