Using tests to reduce mind-wandering during learning review

ABSTRACT

Research suggests testing improves the retention of previously learned information. Here, we examined whether this might be due (in part) to the fact that tests help learners stay on task during the review stages of learning. In two experiments, participants encoded a list of words and later had an opportunity to review the material via a free recall test or re-reading the words. During review, participants provided self-reports as to whether their minds were on or off task. Results from both experiments show testing decreased mind-wandering. Importantly, this reduction in mind-wandering was associated with improved performance on a final memory test. These results suggest the mnemonic benefits associated with testing may stem not only from act of retrieval itself, but also from the fact that taking tests encourages a more efficient and engaged review of the material.

KEYWORDS:

• Retrieval practice
• testing effect
• mind-wandering
• metacognition

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1 Because there was no significant testing effect in Experiment 1, a reviewer suggested we conduct an s-score analysis (Modigliani, 1976) where s represents the benefit of earlier retrieval on subsequent retrieval with item-selection effects partialed out (that is, if an item was not recalled on the initial test, it is much less likely to be recalled during the final test). There is evidence from both Experiments 1 (s = .08) and 2 (s = .17) that the size of the testing effects here are being underestimated due to item-selection effects.

2 Due to experimenter error, the study was mistakenly posted for 312 participants rather than the 324 participants indicated in the pre-registration. Nevertheless, we hit our targeted sample size of 260 because attrition was lower than anticipated.

Additional information

Funding

This work was supported by James S. McDonnell Foundation: [Grant Number 220020429].