Study time and test performance as a function of test expectations

d’Ydewalle, Géry; Swerts, An; Corte, Erik De

doi:10.1016/0361-476x(83)90034-6

Cited by 35 publications

(13 citation statements)

References 12 publications

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“…Moreover, this study provides information about an unexplored aspect of retrieval practice: deliberately self-testing in one’s most difficult format. The fact that a majority of participants reported finding essay questions more difficult is in line with older literature (D’Ydewalle, Swerts, & De Corte, 1983; Zeidner, 1987). However, it also differs from recent data, showing that students report spending an equal amount of time preparing for exams of both types (Hartwig & Dunlosky, 2012; Kornell & Bjork, 2007; Yan et al, 2014).…”

Section: Discussionsupporting

confidence: 83%

Retrieval Practice and Distributed Practice: The Case of French Canadian Students

Gagnon

Cormier

2018

Canadian Journal of School Psychology

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Much evidence suggests that long-term retention can be maximized by practicing the recall of information and spreading out one's learning over time. Nevertheless, previous surveys have shown that undergraduates often ignore the benefits of such strategies and engage in less efficient techniques such as repetitive reading and massed studying. To date, however, this research has focused exclusively on Americans and has paid little attention to potential gender differences. The present study addressed such limits by using a web-based survey of the rereading, self-testing, and distributed learning habits of 1,371 French-speaking Canadian undergraduates. Overall, the results are consistent with American data, suggesting that their original observations extend beyond American campuses. Furthermore, chi-square tests followed by standardized residual analyses suggest that females are more likely to engage in distributed learning than their male counterparts. On the contrary, there was little evidence of such an advantage in the context of self-testing.

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Section: Discussionsupporting

confidence: 83%

Retrieval Practice and Distributed Practice: The Case of French Canadian Students

Gagnon

Cormier

2018

Canadian Journal of School Psychology

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“…d’Ydewalle et al, 1983; McDaniel et al, 1994; Oakhill & Davies, 1991). Although prose enables more diverse encoding strategies, it also enables item selection and study-time allocation of subsets of the text, thus complicating the isolation of encoding strategy effects.…”

mentioning

confidence: 99%

Adaptive and qualitative changes in encoding strategy with experience: Evidence from the test-expectancy paradigm.

Finley¹,

Benjamin²

2012

Journal of Experimental Psychology: Learning, Memory, and Cogni

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Three experiments demonstrated learners’ abilities to adaptively and qualitatively accommodate their encoding strategies to the demands of an upcoming test. Stimuli were word pairs. In Experiment 1, test expectancy was induced for either cued recall (of targets given cues) or free recall (of targets only) across 4 study–test cycles of the same test format, followed by a final critical cycle featuring either the expected or the unexpected test format. For final tests of both cued and free recall, participants who had expected that test format outperformed those who had not. This disordinal interaction, supported by recognition and self-report data, demonstrated not mere differences in effort based on anticipated test difficulty, but rather qualitative and appropriate differences in encoding strategies based on expected task demands. Participants also came to appropriately modulate metacognitive monitoring (Experiment 2) and study-time allocation (Experiment 3) across study–test cycles. Item and associative recognition performance, as well as self-report data, revealed shifts in encoding strategies across trials; these results were used to characterize and evaluate the different strategies that participants employed for cued versus free recall and to assess the optimality of participants’ metacognitive control of encoding strategies. Taken together, these data illustrate a sophisticated form of metacognitive control, in which learners qualitatively shift encoding strategies to match the demands of anticipated tests.

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“…Several studies have not supported the finding that students' expectations about an exam affect performance (Feldt & Ray, 1989;Hakstian, 1971;Kumar, Rabinsky, & Pandey, 1979;Suber, 1992). However, several studies have supported the hypothesis that expectations about an exam can influence performance (D'Ydewalle, et al, 1983;Foos, 1992;Sax & Collet, 1968). These results remain disparate at best, perhaps due to the confounding related to confusing item type and processing demands.…”

Section: Theoretical Perspectives and Previous Researchmentioning

confidence: 73%

College Students' Study Strategies as a Function of Testing: An Investigation into Metacognitive Self-Regulation

et al. 2006

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We conducted the present study to investigate whether college students adjust their study strategies to meet the cognitive demands of testing, a metacognitive self-regulatory skill. Participants were randomly assigned to one of the two testing conditions. In one condition we told participants to study for a test that required deeplevel cognitive processing and in the other to study for a test that required surfacelevel cognitive processing. Results suggested that college students adjust their study strategies so that they are in line with the cognitive processing demands of tests and that performance is mediated by the study strategies that are used.

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Study time and test performance as a function of test expectations

Cited by 35 publications

References 12 publications

Retrieval Practice and Distributed Practice: The Case of French Canadian Students

Retrieval Practice and Distributed Practice: The Case of French Canadian Students

Adaptive and qualitative changes in encoding strategy with experience: Evidence from the test-expectancy paradigm.

College Students' Study Strategies as a Function of Testing: An Investigation into Metacognitive Self-Regulation

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