Abstract
The Role of Prior Knowledge in the Testing Effect The objective of the study was to investigate the role of prior knowledge on the “testing effect” (see Bjork, 1994; Bjork & Bjork, 2011). The testing effect describes a well-established phenomenon that self-testing is superior to re-reading materials for long-term retention. It was determined that prior knowledge about to-be-learned information does not appear to influence the testing effect. That is, learners with a great deal of prior knowledge or no prior knowledge about a topic can benefit from a self-testing strategy.
| Original language | American English |
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| State | Published - Jan 4 2016 |
| Event | Hawaii International Conference on Education (HICEducation) - Honolulu, HI Duration: Jan 5 2016 → … |
Conference
| Conference | Hawaii International Conference on Education (HICEducation) |
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| Period | 01/5/16 → … |
Keywords
- Long-term retention
- Prior knowledge
- Reading materials
- Testing effect
DC Disciplines
- Curriculum and Instruction
- Curriculum and Social Inquiry