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ERIC Number: EJ1062037
Record Type: Journal
Publication Date: 2015-Jun
Pages: 11
Abstractor: As Provided
Reference Count: 38
ISSN: ISSN-1040-726X
The Effect of Testing on the Retention of Coherent and Incoherent Text Material
de Jonge, Mario; Tabbers, Huib K.; Rikers, Remy M. J. P.
Educational Psychology Review, v27 n2 p305-315 Jun 2015
Research has shown that testing during learning can enhance the long-term retention of text material. In two experiments, we investigated the testing effect with a fill-in-the-blank test on the retention of text material. In Experiment 1, using a coherent text, we found no retention benefit of testing compared to a restudy (control) condition. In Experiment 2, text coherence was disrupted by scrambling the order of the sentences from the text. The material was subsequently presented as a list of facts as opposed to connected discourse. For the incoherent version of the text, testing slowed down the rate of forgetting compared to a restudy (control) condition. The results suggest that the connectedness of materials can play an important role in determining the magnitude of testing benefits for long-term retention. Testing with a completion test seems most beneficial for unconnected materials and less so for highly structured materials.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A