Macaluso, Jessica Allison
(2024)
Background Topic Knowledge as a Possible Moderator of the Testing Effect: an Experimental Investigation.
Master's Thesis, University of Pittsburgh.
(Unpublished)
Abstract
A large body of research has established a testing effect: testing of information results in better long-term retention than restudying. Given the relevance of such effects for education, there is interest in the conditions and learner differences that may moderate the utility of testing, like pre-existing knowledge. It is possible that (a) the testing effect is stronger for those who are more novice because testing is so effective that it helps novice learners catch up to expert learners or (b) the testing effect works equally well for everyone because it is so robust that all learners can benefit from it. In two experiments, college students read texts and were tested on them one week later. I orthogonally manipulated study strategy (retrieval practice versus restudying) and availability of background material for a given topic. In Experiment 2 only, feedback availability was orthogonally manipulated during testing. I found that participants had significantly better retention when they studied via retrieval practice and received feedback (Experiment 2). This demonstrates that immediate feedback is beneficial for learners, at least over a one-week retention interval. Further, when collapsing across categories of feedback, I found that participants had better retention when they received background topic material, regardless of which study strategy was used (Experiment 2) or performed significantly better when studying via restudying (Experiment 1). These results suggest that the learning benefits of testing do not depend on having high levels of existing domain knowledge.
Share
| Citation/Export: |
|
| Social Networking: |
|
Details
| Item Type: |
University of Pittsburgh ETD
|
| Status: |
Unpublished |
| Creators/Authors: |
|
| ETD Committee: |
|
| Date: |
8 January 2024 |
| Date Type: |
Publication |
| Defense Date: |
23 August 2023 |
| Approval Date: |
8 January 2024 |
| Submission Date: |
8 September 2023 |
| Access Restriction: |
No restriction; Release the ETD for access worldwide immediately. |
| Number of Pages: |
125 |
| Institution: |
University of Pittsburgh |
| Schools and Programs: |
Dietrich School of Arts and Sciences > Psychology |
| Degree: |
MS - Master of Science |
| Thesis Type: |
Master's Thesis |
| Refereed: |
Yes |
| Uncontrolled Keywords: |
testing effect, education, learning, memory, background knowledge |
| Date Deposited: |
08 Jan 2024 18:14 |
| Last Modified: |
08 Jan 2024 18:14 |
| URI: |
http://d-scholarship.pitt.edu/id/eprint/45396 |
Metrics
Monthly Views for the past 3 years
Plum Analytics
Actions (login required)
 |
View Item |
![[feed]](/images/feed-icon-32x32.png){kind=icon}