Cited by 392Memory Processes and InfluencesVisual and Cognitive Learning ProcessesMemory and Neural Mechanisms

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The "testing" phenomenon: Not gone but nearly forgotten.

Glover, John A.·1989·Journal of Educational Psychology

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Abstract

The "testing " phenomenon refers to the finding that students who take a test on material between the time they first study and the time they take a final test remember more of the material than students who do not take an intervening test. 4 experiments examined the testing phenomenon in student's memory for brief passages and labels for parts of flowers. Experiments la and lb demonstrated the generality of the phenomenon to the methods and materials used in the current study. Experiment 2 ruled out an "amount of processing " hypothesis as a way of accounting for the testing phenomenon. The results of Experiment 3 seemed to indicate that the testing phenomenon resided in the number of complete retrieval events. Experiments 4a, 4b, and 4c focused on the completeness of retrieval events and indicated that the influence of retrieval on later memory performance was determined, at least in part, by the completeness of the initial retrieval event. Although there are numerous reasons for testing students' learning, one important factor is that tests improve students' memory for content (Modigliani & Hedges, 1987). In typical laboratory studies examining the so-called testing phenomenon,

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Cuddy, L. J., & Jacoby, L. L. (1982) · Journal of Verbal Learning and Verbal Behavior · doi:10.1016/s0022-5371(82)90727-7 · Cited by 170

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“Glover (1989), for example, compared restudy, cued recall, free-recall, and recognition, identifying differences between the tasks and free-recall to be most beneficial for learning.”
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Effortful Retrieval Reduces Hippocampal Activity and Impairs Incidental Encoding
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“Psychological models of memory propose that encoding and retrieval can operate concurrently and may facilitate or compete with one another (Glover, 1989; Tulving and Thomson, 1973; Storm et al., 2006).”
Consequences of Testing Memory
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Grain size of recall practice for lengthy text material: Fragile and mysterious effects on memory.
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Authors: Glover, J. A.
Affiliations: Ball State University (US)
Corresponding author: Glover, John A.
Venue: Journal of Educational Psychology
Publisher: American Psychological Association (APA)
Published: 1989-09
Volume: 81
Issue: 3
Pages: 392-399
ISSN: 0022-0663 (ISSN-L)
1939-2176
DOI: 10.1037/0022-0663.81.3.392
OpenAlex: W2073855993
Cited by: 392
References: 0
Citations by year: 2026: 4 · 2025: 12 · 2024: 27 · 2023: 5 · 2022: 10 · 2021: 10 · 2020: 24 · 2019: 19 · 2018: 17 · 2017: 17 · 2016: 10 · 2015: 42 · 2014: 24 · 2013: 23 · 2012: 20
FWCI: 0.67
Type: journal article
Language: en
Open access: closed
Locations: Journal of Educational Psychology (publishedVersion)
Topics: Life Sciences › Neuroscience › Cognitive Neuroscience › Memory Processes and Influences
Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
Life Sciences › Neuroscience › Cognitive Neuroscience › Memory and Neural Mechanisms
Keywords: testing effect, retrieval practice, memory retention, student memories

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The "testing" phenomenon: Not gone but nearly forgotten.

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