Using repeated testing and variable encoding to promote transfer of learning

Within the literature on transfer of learning, relatively few studies have investigated how the conditions of initial learning can be arranged to increase the likelihood of successful transfer. The present research investigated whether test-enhanced learning can be used to promote transfer. More specifically, four experiments examined how repeated testing and repeated studying affected retention and transfer of facts and concepts. Subjects studied prose passages and then either repeatedly re-studied or took tests on the material. One week later, they took a final test that either had the same questions: Experiment 1), new inferential questions within the same knowledge domain: Experiments 2 and 3), or new inferential questions from different knowledge domains: Experiment 4). Repeated testing produced superior retention and transfer on the final test relative to repeated studying. This finding indicates that the mnemonic benefits of test-enhanced learning are not limited to the retention of a specific response, but rather extend to the retrieval of knowledge in a variety of contexts.

Name thesis:degree_name

Doctor of Philosophy (PhD)

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Psychology

Year dc:date.available

2009

Author dc:creator

• Butler, Andrew

Contributors dc:contributor

• Henry Roediger, III

• Psychology
• Cognitive
• Encoding variability
• Human memory
• Testing effect
• Transfer

Language dc:language

English (en)

DOI

https://doi.org/10.7936/K7TQ5ZNX

OAI identifier oai:identifier

oai:openscholarship.wustl.edu:etd-1048