Testing Enhances the Transfer of Learning

By Shana K. Carpenter. 2012

253 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Cognitive Neuroscience

View Paper: https://www.semanticscholar.org/paper/ca7450718b09f30c9a59cf41c8ec98ccc05fcc5a

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Citations in the corpus

Not New, but Nearly Forgotten: the Testing Effect Decreases or even Disappears as the Complexity of Learning Materials Increases (2015, background): “Although it has been suggested that testing can also boost performance on transfer questions that require inferences (for a review, see Carpenter 2012), it seems that these studies did not always include a restudy control condition, so it is unclear whether that transfer effect would be maintained…”
Metacognition About Practice Testing: a Review of Learners’ Beliefs, Monitoring, and Control of Test-Enhanced Learning (2020, background): “…from memory, such testing benefits performance on transfer measures, such as questions assessing comprehension or application (for reviews, see Carpenter, 2012; Pan and Rickard 2018), and testing effects are observed at both short and long delays (e.g., several weeks or months; Butler and…”
The learning benefits of teaching: A retrieval practice hypothesis (2018, background): “This demonstrated the benefits of retrieval practice on longer term retention of educationally relevant knowledge (see, also, Carpenter, 2012; Dunlosky, Rawson, Marsh, Nathan, & Willingham, 2013; Karpicke, 2012; Rawson & Dunlosky, 2012; Roediger & Butler, 2011).”
Spaced Repetition Promotes Efficient and Effective Learning (2016, background): “In a recent issue of this journal, Benjamin and Pashler (2015) argued that testing can be a valuable educational tool for promoting learning (see also reviews by Carpenter, 2012; Karpicke & Grimaldi, 2012; Roediger & Butler, 2011).”
Eight Ways to Promote Generative Learning (2016, background): “…testing effect does not apply to complex materials (Van Gog and Sweller 2015), others have argued that this conclusion is not warranted (Karpicke and Aue 2015; Rawson 2015) and cite existing evidence for the benefits of testing beyond basic factual information (e.g., Carpenter 2012; Karpicke 2012).”
Retrieval Practice & Bloom’s Taxonomy: Do Students Need Fact Knowledge Before Higher Order Learning? (2019, background): “…cognitive processes, recent research provides compelling evidence that retrieval practice is an effective strategy to promote students’ transfer of learning (Butler, BlackMaier, Raley, & Marsh, 2017; Carpenter, 2012; Karpicke & Blunt, 2011; Pan & Rickard, in press; Rohrer, Taylor, & Sholar, 2010).”
Enhancing attention and memory during video-recorded lectures. (2015, background): “Previous research on the direct benefits of testing have already been shown to extend beyond the specific material that is tested, such that students who are tested are better able to transfer their knowledge to answer related questions in novel contexts (Butler, 2010; Carpenter, 2012).”