TEST-ENHANCED LEARNI NG Evidence from behavioral and brain im - - PowerPoint PPT Presentation

TEST-ENHANCED LEARNI NG

Evidence from behavioral and brain im aging studies

Bert Jonsson, Associate Professor , Department of Psychology

• “Test-re-test effects” which in pre- and

post measures can be problematic .. because students remember the previous test and or encode the context

”Test-re-test effect” = Test Enhanced Learning (retrieval practice) The main component? Memory retrieval

TEST-ENHANCED LEARNI NG- THE BASI C I DEA

• Remember/ learn my phone number: 0706777612

• After one day you try to retrieve my phone

number from long term memory

• The make up of human blood

• The make up of human blood

• Text about ”The make up of blood”

• Key concepts in cognitive psychology”

LEARN A SW AHI LI VOCABULARY

Within- subject design

• 60 Swedish-Swahili word pairs;
• 30 Test enhanced learning with feedback, 30 re-reading
• Mashua _______ (Test enhanced learning)
• Adhama-Honor (re-reading)

Follow up test Mashua ____________ Adhama____________

RETENTI ON AFTER ONE-W EEK

DI VI DED ACCORDI NG TO COGNI TI VE ABI LI TY

DI VI DED ACCORDI NG TO COGNI TI VE ABI LI TY

Functional magnetic resonance imaging (fMRI) is a neuro- imaging procedure that measures brain activity by detecting changes associated with blood flow. When an area of the brain is in use, blood flow to that region also increases.

Focus on the green bars A decrease across repetitions In the left dorsolateral prefrontal cortex

Generate a reduced cognitive load – hence providing cognitive capacity that can be used for

• ther processes

• Test-enhanced learning can be used across a range of materials

such as paired associates, key concepts, facts, prose, statistics, world history, science, and m ap learning (e.g. Carpenter, Pashler, & Cepeda, 2009; Carrier & Pashler, 1992; Lyle & Crawford, 2011; Wiklund-Hörnqvist, Jonsson, & Nyberg, 2014).

• Test-enhanced learning has been found to be superior to other

pedagogical methods such as restudy (Roediger & Karpicke, 2006), m ind-m apping (Karpicke & Blunt, 2011) and collaborative learning (Stenlund, Jönsson, & Jonsson, 2017).

• These results have been confirmed in laboratory settings,

educational contexts and through brain im aging studies (see Adesope, Trevisan, & Sundararajan, 2017; Dunlosky, Rawson, Marsh, Nathan, & Willingham, 2013; Schwieren, Barenberg, & Dutke, 2017; van den Broek et al., 2016 for reviews).

> 5 0 0 STUDI ES

• Test-re-test = test enhanced learning (retrieval

practice, practice testing)

• Strengthen memory traces = enhance learning

and recall

• Massive amount of behavioral evidence
• Support from brain imaging studies
• Less is known in relation to cognition and almost

nothing in relation to personality I N SUM

How do we use tests in school ?

• A. As a “neutral” measurement of their actual level
• f knowledge
• B. As a mean to enhance learning?

The application of frequent testing in classrooms can greatly improve academic performance across the curriculum.”

(Roediger et al., 2015)