The effect of testing versus restudy on retention: a meta-analytic review of the testing effect.

By Christopher A. Rowland. Psychological bulletin, 2014

958 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Radiology, Nuclear Medicine and Imaging, Social Psychology

View Paper: https://www.semanticscholar.org/paper/5d4dd1c73554ff1c5c493c2795aadd5aa8bfda17

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Citations in the corpus

Retrieval Practice & Bloom’s Taxonomy: Do Students Need Fact Knowledge Before Higher Order Learning? (2019, background): “When students engage in retrieval activities that bring knowledge to mind, learning is strengthened by the challenge (for recent meta-analyses, see Adesope, Trevisan, & Sundararajan, 2017; Rowland, 2014).”
Rethinking the Use of Tests: A Meta-Analysis of Practice Testing (2017, background): “More recently, Rowland (2014) authored a meta-analysis to understand the theoretical underpinnings of studies that examined the testing effect.”
Retrieval Practice Consistently Benefits Student Learning: a Systematic Review of Applied Research in Schools and Classrooms (2019, background): “…from both laboratory and applied settings (Adesope et al. 2017; Bangert-Drowns et al. 1991; Brame and Biel 2015; Dunlosky et al. 2013; Eisenkraemer et al. 2013; Green et al. 2018; Karpicke and Grimaldi 2012; McLaughlin and Coderre 2015; Nguyen and McDaniel 2015; Pyc et al. 2014; Rowland 2014).”
Enhancing Example-Based Learning: Teaching on Video Increases Arousal and Improves Problem-Solving Performance (2019, methodology): “It was important to control for the effect of retrieval practice, as retrieval practice is inherent to explaining and is a known strategy for enhancing learning outcomes in itself (Roediger, Putnam, & Smith, 2011; Rowland, 2014).”
Not New, but Nearly Forgotten: the Testing Effect Decreases or even Disappears as the Complexity of Learning Materials Increases (2015, background): “A myriad of testing effect studies has been published in the last decade (see Rowland 2014, for a meta-analysis).”
Metacognition About Practice Testing: a Review of Learners’ Beliefs, Monitoring, and Control of Test-Enhanced Learning (2020, background): “For example, Rowland (2014) reports that performance is greater for tested than restudied material across different materials, but the effect is larger for prose materials than multimedia material.”
Generative Learning: Which Strategies for What Age? (2020, result): “A meta-analysis (Rowland 2014) that took into account unpublished studies revealed a moderately strong effect size (0.50 SDs) for studies that compared testing with a restudy control condition.”
The Testing Effect in the Psychology Classroom: A Meta-Analytic Perspective (2017, background): “More recently, Rowland (2014) meta-analysed the data of 61 experimental studies examining the effects of testing compared to restudying.”
Flipped Classrooms: a Review of Key Ideas and Recommendations for Practice (2016, positive): “Such retrieval enhances memory for the retrieved information, compared to rereading that material, a finding known as the testing effect (for reviews, see Roediger 2008; Rowland 2014).”
Eight Ways to Promote Generative Learning (2016, background): “…tasks (i.e., materials high in element interactivity; e.g., Leahy et al. 2015; Van Gog and Kester 2012; Van Gog et al. 2015), other studies report positive effects of self-testing with complex learning materials (e.g., Darabi et al. 2007; see Rowland 2014 for a recent meta-analysis).”