Publication Cover
Educational Psychology
An International Journal of Experimental Educational Psychology
Volume 37, 2017 - Issue 2
5,809
Views
32
CrossRef citations to date
0
Altmetric
Articles

Group discussions and test-enhanced learning: individual learning outcomes and personality characteristics

, &
Pages 145-156 | Received 05 Feb 2015, Accepted 13 Jan 2016, Published online: 18 Feb 2016

References

  • Agarwal, P. K., Karpicke, J. D., Kang, S. H. K., Roediger, H. L., & McDermott, K. B. (2008). Examining the testing effect with open- and closed-book tests. Applied Cognitive Psychology, 22, 861–876. doi:10.1002/acp.1391
  • Baker, M., & Lund, K. (1997). Promoting reflective interactions in a CSCL environment. Journal of Computer Assisted Learning, 13, 175–193.10.1046/j.1365-2729.1997.00019.x
  • Bjork, R. A. (1994). Memory and metamemory considerations in the training of human beings. In J. M. A. P. Shimamura (Ed.), Metacognition: Knowing about knowing (pp. 185–205). Cambridge, MA: The MIT Press.
  • Butler, A. C., Karpicke, J. D., & Roediger, H. L. (2008). Correcting a metacognitive error: Feedback increases retention of low-confidence correct responses. Journal of Experimental Psychology-Learning Memory and Cognition, 34, 918–928. doi:10.1037/0278-7393.34.4.918
  • Cacioppo, J. T., & Petty, R. E. (1982). The need for cognition. Journal of Personality and Social Psychology, 42, 116–131.10.1037/0022-3514.42.1.116
  • Cacioppo, J. T., Petty, R. E., Feinstein, J. A., & Jarvis, W. B. G. (1996). Dispositional differences in cognitive motivation: The life and times of individuals varying in need for cognition. Psychological Bulletin, 119, 197–253.10.1037/0033-2909.119.2.197
  • Chan, J. C., McDermott, K. B., & Roediger, H. L. (2006). Retrieval-induced facilitation: Initially nontested material can benefit from prior testing of related material. Journal of Experimental Psychology General, 135, 553–571. doi:10.1037/0096-3445.135.4.553
  • Cohen, A. R., Stotland, E., & Wolfe, D. M. (1955). An experimental investigation of need for cognition. The Journal of Abnormal and Social Psychology, 51, 291–294.10.1037/h0042761
  • Cranney, J., Ahn, M., McKinnon, R., Morris, S., & Watts, K. (2009). The testing effect, collaborative learning, and retrieval-induced facilitation in a classroom setting. European Journal of Cognitive Psychology, 21, 919–940. doi:10.1080/09541440802413505
  • Dornic, S., Ekehammar, B., & Laaksonen, T. (1991). Tolerance for mental effort: Self-ratings related to perception, performance and personality. Personality and Individual Differences, 12, 313–319.10.1016/0191-8869(91)90118-U
  • Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychology Science in the Public Interest, 14, 4–58.10.1177/1529100612453266
  • Evans, C. J., Kirby, J. R., & Fabrigar, L. R. (2003). Approaches to learning, need for cognition, and strategic flexibility among university students. British Journal of Educational Psychology, 73, 507–528. doi:10.1348/000709903322591217
  • Finn, B., & Roediger, H. L. (2013). Interfering effects of retrieval in learning new information. Journal of Experimental Psychology, 39, 1665–1681. doi:10.1037/a0032377
  • Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. London: Routledge.
  • Heijne-Penninga, M., Kuks, J. B. M., Hofman, W. H. A., & Cohen-Schotanus, J. (2010). Influences of deep learning, need for cognition and preparation time on open- and closed-book test performance. Medical Education, 44, 884–891.10.1111/med.2010.44.issue-9
  • Hill, B. D., Foster, J. D., Elliott, E. M., Shelton, J. T., McCain, J., & Gouvier, W. D. (2013). Need for cognition is related to higher general intelligence, fluid intelligence, and crystallized intelligence, but not working memory. Journal of Research in Personality, 47, 22–25. doi:10.1016/j.jrp.2012.11.001
  • Jönsson, F. U., Hedner, M., & Olsson, M. J. (2012). The testing effect as a function of explicit testing instructions and judgments of learning. Experimental Psychology, 59, 251–257. doi:10.1027/1618-3169/a000150
  • Kang, S. H. K., McDermott, K. B., & Roediger, H. L. (2007). Test format and corrective feedback modify the effect of testing on long-term retention. European Journal of Cognitive Psychology, 19, 528–558. doi:10.1080/09541440601056620
  • Karpicke, J. D., & Blunt, J. R. (2011). Retrieval practice produces more learning than elaborative studying with concept mapping. Science, 331, 772–775. doi:10.1126/science.1199327
  • Karpicke, J. D., & Roediger, H. L. (2007). Expanding retrieval practice promotes short-term retention, but equally spaced retrieval enhances long-term retention. Journal of Experimental Psychology: Learning, Memory, and Cognition, 33, 704–719. doi:10.1037/0278-7393.33.4.704
  • Karpicke, J. D., & Roediger, H. L. (2008). The critical importance of retrieval for learning. Science, 319, 966–968. doi:10.1126/science.1152408
  • Karpicke, J. D., & Roediger, H. L. (2010). Is expanding retrieval a superior method for learning text materials? Memory & Cognition, 38, 116–124. doi:10.3758/Mc.38.1.116
  • Kelley, C. M., & McLaughlin, A. (2012). Individual differences in the benefits of feedback for learning. Human Factors: The Journal of the Human Factors and Ergonomics Society, 54, 26–35. doi:10.1177/0018720811423919
  • Kester, L., & Paas, F. (2005). Instructional interventions to enhance collaboration in powerful learning environments. Computers in Human Behavior, 21, 689–696. doi:10.1016/j.chb.2004.11.008
  • Kirschner, F., Paas, F., & Kirschner, P. A. (2009a). A cognitive load approach to collaborative learning: United brains for complex tasks. Educational Psychology Review, 21, 31–42.10.1007/s10648-008-9095-2
  • Kirschner, F., Paas, F., & Kirschner, P. A. (2009b). Individual and group-based learning from complex cognitive tasks: Effects on retention and transfer efficiency. Computers in Human Behavior, 25, 306–314.10.1016/j.chb.2008.12.008
  • Kornell, N., Hays, M. J., & Bjork, R. A. (2009). Unsuccessful retrieval attempts enhance subsequent learning. Journal of Experimental Psychology, 35, 989–998.
  • Kornell, N., Rabelo, V. C., & Klein, P. J. (2012). Tests enhance learning – Compared to what? Journal of Applied Research in Memory and Cognition, 1, 257–259. doi:10.1016/j.jarmac.2012.10.002
  • Mäkitalo, K., Weinberger, A., Häkkinen, P., Järvelä, S., & Fischer, F. (2005). Epistemic cooperation scripts in online learning environments: Fostering learning by reducing uncertainty in discourse? Computers in Human Behavior, 21, 603–622.10.1016/j.chb.2004.10.033
  • Maslow, A. H. (1943). Dynamics of personality organization, I & II. Psychological Review, 50, 514–539.10.1037/h0062222
  • McDaniel, M. A., Roediger, H. L., & McDermott, K. B. (2007). Generalizing test-enhanced learning from the laboratory to the classroom. Psychonomic Bulletin & Review, 14, 200–206. doi:10.3758/Bf03194052
  • Meier, E., Vogl, K., & Preckel, F. (2014). Motivational characteristics of students in gifted classes: The pivotal role of need for cognition. Learning and Individual Differences, 33, 39–46. doi:10.1016/j.lindif.2014.04.006
  • Morgan, R. L., Whorton, J. E., & Gunsalus, C. (2000). A comparison of short term and long term retention: Lecture combined with discussion versus cooperative learning. Journal of Instructional Psychology, 27, 53–58.
  • Morris, C. D., Bransford, J. D., & Franks, J. J. (1977). Levels of processing versus transfer appropriate processing. Journal of Verbal Learning and Verbal Behavior, 16, 519–533. doi:10.1016/S0022-5371(77)80016-9
  • Pashler, H., Cepeda, N. J., Wixted, J. T., & Rohrer, D. (2005). When does feedback facilitate learning of words? Journal of Experimental Psychology: Learning, Memory and Cognition, 31, 3–8.
  • Roediger, H. L., & 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.2010.09.003
  • Roediger, H. L., & Karpicke, J. D. (2006a). The power of testing memory basic research and implications for educational practice. Perspectives on Psychological Science, 1, 181–210. doi:10.1111/j.1745-6916.2006.00012.x
  • Roediger, H. L., & Karpicke, J. D. (2006b). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17, 249–255. doi:10.1111/j.1467-9280.2006.01693.x
  • Roediger, H. L., Meade, M. L., & Bergman, E. T. (2001). Social contagion of memory. Psychonomic Bulletin & Review, 8, 365–371.
  • Rydén, G., & Wallroth, P. (2008). Mentalisering: att leka med verkligheten [Mentalisation: To play with the reality]. Stockholm: Natur och kultur.
  • Slavin, R. E., Hurley, E. A., & Chamberlain, S. (2003). Cooperative learning and achievement: Theory and research. In G. E. Miller & W. M. Reynolds (Eds.), Handbook of psychology: Educational psychology (Vol. 7, pp. 177–198). Hoboken, NJ: Wiley.
  • Stenlund, T., Sundström, A., & Jonsson, B. (2014). Effects of repeated testing on short- and long-term memory performance across different test formats. Educational Psychology, 1–18. doi:10.1080/01443410.2014.953037
  • Tulving, E., & Thomson, D. M. (1973). Encoding specificity and retrieval processes in episodic memory. Psychological Review, 80, 352–373.10.1037/h0020071
  • Van Blankenstein, F. M., Dolmans, D. H. J., Van der Vleuten, C. P. M., & Schmidt, H. G. (2013). Relevant prior knowledge moderates the effect of elaboration during small group discussion on academic achievement. Instructional Science, 41, 729–744.10.1007/s11251-012-9252-3
  • van Boxtel, C., van der Linden, J., & Kanselaar, G. (2000). The use of textbooks as a tool during coolaborative physics learning. The Journal of Experimental Education, 69, 57–76. doi:10.1080/00220970009600649
  • van Bruggen, J. M., Kirschner, P. A., & Jochems, W. (2002). External representation of argumentation in CSCL and the management of cognitive load. Learning and Instruction, 12, 121–138.10.1016/S0959-4752(01)00019-6
  • van den Broek, G. S. E., Takashima, A., Segers, E., Fernández, G., & Verhoeven, L. (2013). Neural correlates of testing effects in vocabulary learning. NeuroImage, 78, 94–102. doi:10.1016/j.neuroimage.2013.03.071
  • van Gog, T., & Sweller, J. (2015). Not new, but nearly forgotten: The testing effect decreases or even disappears as the complexity of learning materials increases. Educational Psychology Review, 27, 247–264. doi:10.1007/s10648-015-9310-x
  • van Seggelen-Damen, I. C. M. (2013). Reflective personality: Identifying cognitive style and cognitive complexity. Current Psychology, 32, 82–99.10.1007/s12144-013-9166-5
  • Vojdanoska, M., Cranney, J., & Newell, B. R. (2010). The testing effect: The role of feedback and collaboration in a tertiary classroom setting. Applied Cognitive Psychology, 24, 1183–1195. doi:10.1002/acp.1630
  • Watkins, M. W., & Pacheco, M. (2000). Interobserver agreement in behavioral research: Importance and calculation. Journal of Behavioral Education, 10, 205–212.10.1023/A:1012295615144