Abstract
Two different methods of practice are available in the learning of simple information, test practice or study practice. Of these two methods of learning, research has generally shown that test practice is superior to study practice. However, this research has not considered the testing advantage with respect to the fact that test learning is uncertain (i.e. if recall fails, nothing appears to be learned) or with respect to the fact that study learning depends greatly on the duration of the study event. The following work clarifies these issues by presenting an integrated computational model of the relative costs and benefits of testing compared to study presentation [based on the ACT-R theory of declarative memory; Anderson, J.R. & Schooler, L.J. (1991). Psychological Science 2: 396–408; Pavlik Jr., P.I.. & Anderson, J.R. (2005). Cognitive Science 29: 559–586]. This model was applied to determine how test and study practice can be optimally employed to improve learning and provides a framework for understanding the effects of mnemonic strategies in simple memory tasks.
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Acknowledgments
This research was supported by NIH training grant MH 62011, NIMH R01 MH 68234 and by Ronald Zdrojkowski.
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Pavlik, P.I. Understanding and applying the dynamics of test practice and study practice. Instr Sci 35, 407–441 (2007). https://doi.org/10.1007/s11251-006-9013-2
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DOI: https://doi.org/10.1007/s11251-006-9013-2