title: Establishing and explaining the testing effect in free recall for young children.
abstract: Research has consistently shown memory is enhanced when learning combines test trials with study trials compared with study trials alone (i.e., testing effect). However, the majority of work on testing effects has involved undergraduate students. In the current experiment, the authors examined testing effects in 2 groups of elementary school children. First and 3rd graders learned 1 list of words in a test-plus-restudy condition and a 2nd list of words in a restudy condition. In addition to examining the benefits of testing in children, the authors examined possible explanations for the memorial benefits of testing that have received initial support in adult populations (Zaromb & Roediger, 2010). Results showed that the benefits of testing extend to elementary school children and that testing enhanced item-specific processing but not relational processing. Third graders were also aware of the memorial benefits of testing, whereas 1st graders were not. Most important, even 1st graders benefit from testing, in part because testing allows them to capitalize on their ability to process item-specific information.
authors.affiliation: Department of Psychology.
authors.forename: Stacy L
authors.initials: SL
authors.lastname: Lipowski
authors.affiliation: Department of Psychology, Washington University.
authors.forename: Mary A
authors.initials: MA
authors.lastname: Pyc
authors.affiliation: Department of Psychology, Kent State University.
authors.forename: John
authors.initials: J
authors.lastname: Dunlosky
authors.affiliation: Department of Psychology, Kent State University.
authors.forename: Katherine A
authors.initials: KA
authors.lastname: Rawson
mesh_terms: D001364:Awareness; D002648:Child; D002657:Child Development; D003463:Cues; D005260:Female; D006801:Humans; D008297:Male; D011939:Mental Recall; D010775:Photic Stimulation; D011214:Practice, Psychological; D011581:Psychological Tests; D014796:Visual Perception