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Cited by 255Memory Processes and InfluencesVisual and Cognitive Learning ProcessesEducator Training and Historical Pedagogy

Using tests to enhance 8th grade students' retention of U.S. history facts

Carpenter, Shana K., Pashler, Harold, Cepeda, Nicholas J.·2009·Applied Cognitive Psychology
DOI 10.1002/acp.1507
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Abstract

Laboratory studies show that retention of information can be powerfully enhanced through testing, but evidence for their utility to promote long‐term retention of course information is limited. We assessed 8th grade students' retention of U.S. history facts. Facts were reviewed after 1 week, 16 weeks or not reviewed at all. Some facts were reviewed by testing (Who assassinated president Abraham Lincoln?) followed by feedback (John Wilkes Booth), while others were re‐studied. Nine months later, all students received a test covering all of the facts. Facts reviewed through testing were retained significantly better than facts reviewed through re‐studying, and nearly twice as well as those given no review. The best retention occurred for facts that were reviewed by testing after a 16‐week time interval. Although the gain in item was numerically small, due to floor effects, these results support the notion that testing can enhance long‐term retention of course knowledge. Copyright © 2008 John Wiley & Sons, Ltd.

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Crossref · 10.1002/acp.1507

Cites

46 of 46 references verified0 citation errors · 0 not checkable

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  • Some studies have demonstrated testing effects using classroom materials or using experimenter-created materials in a simulated classroom setting.

    “Some studies have demonstrated testing effects using classroom materials (e.g., Carpenter et al. 2009) or using experimenter-created materials in a simulated classroom setting (Butler & Roediger 2007, Duchastel & Nungester 1982); to date, however, very few studies have attempted to address whether introduction of in-class quizzing can improve actual course grades.”

    From Practicing Retrieval Facilitates Learning (2021) · cites this paper as Carpenter et al. 2009

Cites

Flagged first, then by citations

1 of the 47 references couldn’t be matched to a known paper.

Research works printed but not linked: 7

  1. Bjork R. A., 1988, Practical aspects of memory, 397
  2. 10.2466/pms.96.1.54‐56 · DOI
  3. 10.1002/(sici)1099.‐0720(200005/06)14:3<215::aid‐acp640>3.0.co;2‐1 · DOI
  4. Dempster F. N., 1996, Handbook of perception and cognition: Memory, 317
  5. Izawa C., 1992, Essays in honor of William K. Estes: From learning theory to connectionist theory, 1
  6. 10.1037/0278‐7393.6.3.241 · DOI
  7. Viadero D., 2006, Cognition studies offer insights on academic tactics: U.S.‐funded projects eye ways of helping students remember more material, Education Week, 26, 12

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Authors
Carpenter, S. K., Pashler, H., & Cepeda, N. J.
Affiliations
  • Iowa State University (US)
  • University of California System (US)
  • York University (CA)
Corresponding author
Carpenter, Shana K.
ORCID
Venue
Applied Cognitive Psychology
Publisher
Wiley
Published
2008-08-26
Volume
23
Issue
6
Pages
760-771
ISSN
  • 0888-4080 (ISSN-L)
  • 1099-0720
DOI
10.1002/acp.1507
OpenAlex
W2066268399
Semantic Scholar
1d80a61b09382911e503870bfc549f0c92e7acff
Cited by
254
References
47
Citations by year
2026: 6 · 2025: 5 · 2024: 12 · 2023: 17 · 2022: 17 · 2021: 9 · 2020: 16 · 2019: 23 · 2018: 18 · 2017: 24 · 2016: 15 · 2015: 24 · 2014: 33 · 2013: 12 · 2012: 11
FWCI
2.07
Type
journal article
Language
en
Open access
closed
Licence
onlinelibrary.wiley.com/termsAndConditions#vor (vor)
Locations
Applied Cognitive Psychology (publishedVersion)
Topics
  • Life Sciences › Neuroscience › Cognitive Neuroscience › Memory Processes and Influences
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
  • Social Sciences › Sociology and Political Science › Educator Training and Historical Pedagogy
Keywords
testing effect, retrieval practice, long-term retention, eighth grade students, feedback, history education, floor effect

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