Using Tests to Enhance 8th Grade Students' Retention of US History Facts
Using Tests to Enhance 8th Grade Students' Retention of US History Facts
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DOI：
10.1002/acp.1507
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发表时间：
2009-09-01
影响因子：
2.4
通讯作者：
Cepeda, Nicholas J.
中科院分区：
文献类型：
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作者：
Carpenter, Shana K.;Pashler, Harold;Cepeda, Nicholas J.
实验室研究表明，通过测试可以极大地增强信息的保留，但关于它们对促进课程信息长期保留的有效性的证据有限。我们评估了8年级学生对美国历史事实的记忆。在1周、16周或根本不回顾的情况下对事实进行回顾。一些事实通过测试进行了审查(是谁刺杀了亚伯拉罕·林肯总统？)然后是反馈(约翰·威尔克斯·布斯)，而其他人则被重新研究。九个月后，所有学生都接受了一项涵盖所有事实的测试。通过测试审查的事实比通过重新研究审查的事实保留得更好，几乎是没有审查的事实的两倍。对于在16周时间间隔后通过测试审查的事实，保留效果最好。尽管由于地板效应，项目上的收益很小，但这些结果支持了测试可以增强对课程知识的长期记忆的概念。版权所有(C)2008 John Wiley&Sons，Ltd.
Laboratory Studies show that retention of information can be powerfully enhanced through testing, but evidence for their utility to promote long-term retention of course information is limited. We assessed 8th grade students' retention of U.S. history facts. Facts were reviewed after I week, 16 weeks or not reviewed at all. Some facts were reviewed by testing (Who assassinated president Abraham Lincoln?) followed by feedback (John Wilkes Booth), while others were re-studied. Nine months later, all students received a test covering all of the facts. Facts reviewed through testing were retained significantly better than facts reviewed through re-studying, and nearly twice as well as those given no review. The best retention occurred for facts that were reviewed by testing after a 16-week time interval. Although the gain in item was numerically small, due to floor effects, these results support the notion that testing can enhance long-term retention of course knowledge. Copyright (c) 2008 John Wiley & Sons, Ltd.