Testing Effects: Promote Transfer of Learning

• Main Authors: Wei-chieh Fang, 方威傑
• Other Authors: Chin-lan Huang
• Format: Others
• Language: en_US
• Published: 2010
• Online Access: http://ndltd.ncl.edu.tw/handle/43880189700605495564

碩士 === 國立臺灣科技大學 === 工程技術研究所 === 98 === Amounting studies have shown that taking a memory test, or a retrieval practice, enhances performance on later retention test, a phenomenon known as the testing effect. However, the testing effect was found in most studies using the final retention test identical to the initial memory test. This study used a different final test to examine testing effect by having participants first study word pairs (A--B), then restudy the word pairs (A?處) and take a cued recall (A?荼) two times, and finally take a cued recall in the same direction (A?荼) or opposite direction (transfer: ??處). Experiment one examined whether testing effect would be enhanced by increasing the number of retrieval practice to. Experiment two examined whether testing effect would appear by increasing retrieval routes within one retrieval practice. Results showed that increased retrieval practice only maintained testing effect, not optimized it, and that increased retrieval routes lead to testing effects regardless of whether the final retention test required cued recall in the same direction or in the opposite direction. This suggests that testing still benefits retention when the final retention test requires transfer. The results also supported the retrieval account rather than transfer appropriate processing account. Both theoretical and practical implications were discussed.