Test-enhanced learning in third-grade children

References

• Angelini, A. L., Alves, I. C. B., Custódio, E. M., Duarte, W. F., & Duarte, J. L. M. (1999). Manual Matrizes Progressivas Coloridas de Raven: Escala especial [Raven’s colored progressive matrices: Especial scale]. São Paulo: Centro Editor de Testes e Pesquisas em Psicologia.
   Google Scholar
• Bouwmeester, S., & Verkoeijen, P. P. J. L. (2011). Why do some children benefit more from testing than others? Gist trace processing to explain the testing effect. Journal of Memory and Language, 65, 32–41. doi:10.1016/j.jml.2011.02.00510.1016/j.jml.2011.02.005
   Web of Science ®Google Scholar
• Butler, A. C. (2010). Repeated testing produces superior transfer of learning relative to repeated studying. Journal of Experimental Psychology: Learning, Memory, and Cognition, 36, 1118–1133. doi:10.1037/a0019902
   PubMed Web of Science ®Google Scholar
• Butler, A. C., & Roediger, H. L., III. (2008). Feedback enhances the positive effects and reduces the negative effects of multiple-choice testing. Memory & Cognition, 36, 604–616. doi:10.3758/MC.36.3.604
   PubMed Web of Science ®Google Scholar
• Carpenter, S. K., & Kelly, J. W. (2012). Tests enhance retention and transfer of spatial learning. Psychonomic Bulletin & Review, 19, 443–448.
   PubMed Web of Science ®Google Scholar
• Carpenter, S. K., Pashler, H., & Cepeda, N. J. (2009). Using tests to enhance 8th grade students’ retention of U.S. history facts. Applied Cognitive Psychology, 23, 760–771.10.1002/acp.v23:6
   Web of Science ®Google Scholar
• Chall, J. S. (1983). Stages of reading development. New York, NY: McGraw-Hill.
   Google Scholar
• Craik, F. I. M., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of Verbal Learning and Verbal Behavior, 11, 671–684.10.1016/S0022-5371(72)80001-X
   Google Scholar
• Deese, J. (1959). On the prediction of occurrence of particular verbal intrusions in immediate recall. Journal of Experimental Psychology, 58, 17–22.10.1037/h0046671
   PubMedGoogle Scholar
• Goossens, N. A. M. C., Camp, G., Verkoeijen, P. J. L., & Tabbers, H. (2014). The effect of retrieval practice in primary school vocabulary learning. Applied Cognitive Psychology, 28, 135–142.10.1002/acp.v28.1
   Web of Science ®Google Scholar
• Halamish, V., & Bjork, R. A. (2011). When does testing enhance retention? A distribution-based interpretation of retrieval as a memory modifier. Journal of Experimental Psychology: Learning, Memory, and Cognition, 37, 801–812. doi:10.1037/a0023219
   PubMed Web of Science ®Google Scholar
• Karpicke, J. D. (2012). Retrieval-based learning: Active retrieval promotes meaningful learning. Current Directions in Psychological Science, 21, 157–163. doi:10.1177/096372141244355210.1177/0963721412443552
   Web of Science ®Google Scholar
• Karpicke, J. D., & Roediger, H. L., III. (2007). Repeated retrieval during learning is the key to long-term retention. Journal of Memory and Language, 57, 151–162. doi:10.1016/j.jml.2006.09.00410.1016/j.jml.2006.09.004
   Web of Science ®Google Scholar
• Lipko-Speed, A., Dunlosky, J., & Rawson, K. A. (2014). Does testing with feedback help grade-school children learn key concepts in science? Journal of Applied Research in Memory and Cognition, 3, 171–176. doi:10.1016/j.jarmac.2014.04.002
   Web of Science ®Google Scholar
• McDaniel, M. A., Agarwal, P. K., Huelser, B. J., McDermott, K. B., & Roediger, H. L., III. (2011). Test-enhanced learning in a middle school science classroom: The effects of quiz frequency and placement. Journal of Educational Psychology, 103, 399–414. doi:10.1037/a002178210.1037/a0021782
   Web of Science ®Google Scholar
• McDaniel, M. A., Roediger, H. L., III, & McDermott, K. B. (2007). Generalizing test-enhanced learning from the laboratory to the classroom. Psychonomic Bulletin & Review, 14, 200–206.
   PubMed Web of Science ®Google Scholar
• McDaniel, M. A., Thomas, R. C., Agarwal, P. K., McDermott, K. B., & Roediger, H. L., III. (2013). Quizzing in middle-school science: Successful transfer performance on classroom exams. Applied Cognitive Psychology, 27, 360–372.10.1002/acp.v27.3
   Web of Science ®Google Scholar
• McDermott, K. B., Agarwal, P. K., D’Antonio, L., Roediger, H. L., III, & McDaniel, M. A. (2014). Both multiple-choice and short-answer quizzes enhance later exam performance in middle and high school classes. Journal of Experimental Psychology: Applied, 20, 3–21.
   PubMed Web of Science ®Google Scholar
• McKoon, G., & Ratcliff, R. (2012). Aging and IQ effects on associative recognition and priming in item recognition. Journal of Memory and Language, 66, 416–437.10.1016/j.jml.2011.12.001
   PubMed Web of Science ®Google Scholar
• Pyc, M. A., & Rawson, K. A. (2009). Testing the retrieval effort hypothesis: Does greater difficulty correctly recalling information lead to higher levels of memory? Journal of Memory and Language, 60, 437–447.10.1016/j.jml.2009.01.004
   Web of Science ®Google Scholar
• Ratcliff, R., Thapar, A., & McKoon, G. (2010). Individual differences, aging, and IQ in two-choice tasks. Cognitive Psychology, 60, 127–157.10.1016/j.cogpsych.2009.09.001
   PubMed Web of Science ®Google Scholar
• Roediger, H. L., III, Agarwal, P. K., McDaniel, M. A., & McDermott, K. B. (2011). Test-enhanced learning in the classroom: Long-term improvements from quizzing. Journal of Experimental Psychology: Applied, 17, 382–395. doi:10.1037/a0026252
   PubMed Web of Science ®Google Scholar
• Roediger, H. L., III, & Butler, A. C. (2011). The critical role of retrieval practice in long-term retention. Trends in Cognitive Sciences, 15, 20–27. doi:10.1016/j.tics.2010.09.00310.1016/j.tics.2010.09.003
   PubMed Web of Science ®Google Scholar
• Roediger, H. L., III, & Karpicke, J. D. (2006). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17, 249–255.10.1111/j.1467-9280.2006.01693.x
   PubMed Web of Science ®Google Scholar
• Roediger, H. L., III, & McDermott, K. B. (1995). Creating false-memories: Remembering words not presented in lists. Journal of Experimental Psychology: Learning, Memory, & Cognition, 21, 803–814.
   Web of Science ®Google Scholar
• Roher, D., Taylor, K., & Sholar, B. (2010). Tests enhance the transfer of learning. Journal of Experimental Psychology: Learning, Memory and Cognition, 36, 233–239. doi:10.1037/a0017678
   PubMed Web of Science ®Google Scholar
• Salles, J. F., & Parente, M. A. M. P. (2004). Compreensão textual em alunos de segunda e terceira séries: uma abordagem cognitiva [Text comprehension in second and third grade students: A cognitive approach]. Estudos de Psicologia [Studies of Psychology], 9, 71–80.10.1590/S1413-294X2004000100009
   Google Scholar
• Spira, E. G., Bracken, S. S., & Fischel, J. E. (2005). Predicting improvement after first-grade reading difficulties: The effects of oral language, emergent literacy, and behavioral skills. Developmental Psychology, 41, 225–234.10.1037/0012-1649.41.1.225
   PubMed Web of Science ®Google Scholar
• Tse, C. S., Balota, D. A., & Roediger, H. L. (2010). The benefits and costs of repeated testing on the learning of face-name pairs in healthy older adults. Psychology and Aging, 25, 833–845.10.1037/a0019933
   PubMed Web of Science ®Google Scholar
• Yonelinas, A. P. (2002). The nature of recollection and familiarity: A review of 30 years of research. Journal of Memory and Language, 46, 441–517. doi:10.1006/jmla.2002.286410.1006/jmla.2002.2864
   Web of Science ®Google Scholar
• Zaromb, F. M., & Roediger, H. L., III. (2010). The testing effect in free recall is associated with enhanced organizational processes. Memory & Cognition, 38, 995–1008. doi:10.3758/MC.38.8.995
   PubMed Web of Science ®Google Scholar