Testing Enhances Both Memorization and Conceptual Learning of Categorical Materials

Publication date: Available online 13 March 2019Source: Journal of Applied Research in Memory and CognitionAuthor(s): Kit W. Cho, Annaliisa PowersThe present three experiments explored the testing effect for verbatim memory and conceptual learning of categorical materials. To assess conceptual learning (or transfer), we administered a multiple-choice test that required participants to guess the translation of new Chinese characters that they had not studied, but contained the same semantic radical as characters they had studied. In all experiments, we obtained a robust testing effect—participants who learned the materials through testing outperformed those who restudied the material, showing that testing enhances verbatim memory and promotes transfer of learning. To directly assess encoding changes due to testing, participants completed an encoding-strategy questionnaire. The repeated test group reported being more likely to make associations between the pairs, whereas the restudy group reported being more likely to engage in rote rehearsal. Taken together, our results suggest that testing is a powerful tool to enhance both memorization and conceptual learning of categorical materials.
Source: Journal of Applied Research in Memory and Cognition - Category: Neuroscience Source Type: research