Project overview
Retrieval practice is generally good for long-term retention, but multiple-choice (MC) practice tests can introduce problems. For example, the lures gain familiarity during practice and can be erroneously endorsed on later tests (negative testing effect). In this research, we explored a related problem caused not by lures, but by corrective feedback. Although normally good for learning, we have found that exposure to correct-answer feedback on MC practice tests increases the likelihood that the feedback is erroneously endorsed later on related final-test questions which have a different correct answer. At the same time, answering MC questions during practice causes retrieval of accurate information about the options which opposes this bias.
In a series of experiments, we investigated the interplay of these opposing memory influences in both experimental and educational contexts. Depending on factors such as practice-test format, final-test format, the degree of false recognition, and the temporal proximity of related questions, final test performance can be facilitated or impaired. This research is informing us about the theoretical side of learning as well as offering some practical recommendations for educators.
In a series of experiments, we investigated the interplay of these opposing memory influences in both experimental and educational contexts. Depending on factors such as practice-test format, final-test format, the degree of false recognition, and the temporal proximity of related questions, final test performance can be facilitated or impaired. This research is informing us about the theoretical side of learning as well as offering some practical recommendations for educators.
Staff
Lead researcher
Collaborating research institutes, centres and groups
Research outputs
Aeshah Alamri,
, 2022
, Journal of Experimental Psychology: Learning, Memory, and Cognition
, 48 (5) , 752--768
DOI: 10.1037/xlm0001138
Type: article
& Aeshah Alamri
, 2021
Type: conference