The testing effect as a function of explicit testing instructions and judgments of learning

Experimental Psychology
Fredrik JönssonMats J Olsson

Abstract

During study, people monitor their learning; the output of this monitoring is captured in so-called judgments of learning (JOLs). JOLs predict later recall better if they are made after a slight delay, instead of immediately after study (the delayed JOL effect). According to the self-fulfilling prophecy (SFP) hypothesis delayed JOLs are based on covert retrieval attempts from long-term memory, and successful retrieval attempts in themselves enhance learning (the testing effect). We compared memory for 40 Swahili-Swedish paired associates after a week as a function of three different learning conditions, namely study plus (i) explicitly instructed self-testing, (ii) delayed JOLs, or (iii) less self-testing. We showed that repeated delayed JOLs lead to a memory improvement that does not differ significantly from a comparable condition where the participants are explicitly testing memory, and both the latter groups performed reliably better than a group that self-tested less. The results suggest that delayed JOLs improve long-term retention as efficiently as explicit memory testing and lend support to the SFP hypothesis.

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Citations

Nov 1, 2013·Psychological Research·Fredrik U JönssonBert Jonsson
Aug 18, 2012·Scandinavian Journal of Psychology·Max Larsson SundqvistFredrik U Jönsson
Nov 26, 2015·Memory·Elçin AkdoğanElisabeth Bacon
Sep 18, 2014·Anatomical Sciences Education·John L Dobson, Tracy Linderholm
Feb 28, 2019·Advances in Health Sciences Education : Theory and Practice·John L DobsonLoren Stroud
Dec 3, 2015·Advances in Physiology Education·John L DobsonMary Beth Yarbrough
Feb 28, 2019·Scandinavian Journal of Psychology·Ann-Sofie JägerskogBert Jonsson
Jan 6, 2021·Memory & Cognition·Olesya Senkova, Hajime Otani
Mar 9, 2021·Metacognition and Learning·Eylul Tekin, Henry L Roediger

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