Paper Info
Title
A Test of the Testing Effect: Acquiring Problem-Solving Skills From Worked Examples.
Abstract
The testing effect refers to the finding that after an initial study opportunity, testing is more effective for long-term retention than restudying. The testing effect seems robust and is a finding from the field of cognitive science that has important implications for education. However, it is unclear whether this effect also applies to the acquisition of problem-solving skills, which is important to establish given the key role problem solving plays in, for instance, math and science education. Worked examples are an effective and efficient way of acquiring problem-solving skills. Forty students either only studied worked examples (SSSS) or engaged in testing after studying an example by solving an isomorphic problem (STST). Surprisingly, results showed equal performance in both conditions on an immediate retention test after 5 min, but the SSSS condition outperformed the STST condition on a delayed retention test after 1 week. These findings suggest the testing effect might not apply to acquiring problem-solving skills from worked examples.
Year
DOI
Venue
2012
10.1111/cogs.12002
COGNITIVE SCIENCE
Keywords
Field
DocType
Testing effect,Worked examples,Problem solving
Educational measurement,Testing effect,Cognitive psychology,Psychology,Memoria,Cognition,Short-term memory,Long-term memory
Journal
Volume
Issue
ISSN
36
8.0
0364-0213
Citations 
PageRank 
References 
7
0.68
2
Authors
2
Name
Order
Citations
PageRank
Tamara van Gog127229.97
Liesbeth Kester223826.32