NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1004932
Record Type: Journal
Publication Date: 2012-Jul
Pages: 4
Abstractor: As Provided
Reference Count: 13
ISSN: ISSN-0098-6283
The Testing Effect: Illustrating a Fundamental Concept and Changing Study Strategies
Einstein, Gilles O.; Mullet, Hillary G.; Harrison, Tyler L.
Teaching of Psychology, v39 n3 p190-193 Jul 2012
An important recent finding is that testing improves learning and memory. In this article, the authors describe a demonstration that illustrates this principle and helps students incorporate more testing into their learning. The authors asked students to read one text using a Study-Study strategy and one text using a Study-Test strategy. One week later, the authors tested students' memory for both texts with short-answer quizzes. The results revealed the standard testing effect and served as the basis for a laboratory report that required students to analyze and interpret the results and to answer questions about the testing effect and the experimental design. At the end of the term, students indicated that they were engaging in more testing during their studying. (Contains 6 notes.)
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A