title: Strengthening concept learning by repeated testing.
abstract: The aim of this study was to examine whether repeated testing with feedback benefits learning compared to rereading of introductory psychology key-concepts in an educational context. The testing effect was examined immediately after practice, after 18 days, and at a five-week delay in a sample of undergraduate students (n = 83). The results revealed that repeated testing with feedback significantly enhanced learning compared to rereading at all delays, demonstrating that repeated retrieval enhances retention compared to repeated encoding in the short- and the long-term. In addition, the effect of repeated testing was beneficial for students irrespectively of working memory capacity. It is argued that teaching methods involving repeated retrieval are important to consider by the educational system.
authors: Department of Psychology, Umeå University, Sweden.
authors: Carola
authors: C
authors: Wiklund-Hörnqvist
authors: Bert
authors: B
authors: Jonsson
authors: Lars
authors: L
authors: Nyberg
mesh_terms: D000328:Adult; D003210:Concept Formation / Q000502:physiology*; D005260:Female; D006801:Humans; D007858:Learning / Q000502:physiology*; D008297:Male; D011214:Practice, Psychological; D012153:Retention, Psychology / Q000502:physiology*; D055815:Young Adult
keywords: Test-enhanced learning; feedback; long-term retention; memory; retrieval practice