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Test-enhanced learning of natural concepts: effects on recognition memory, classification, and metacognition
Abstract
Three experiments examined testing effects on learning of natural concepts and metacognitive assessments of such learning. Results revealed that testing enhanced recognition memory and classification accuracy for studied and novel exemplars of bird families on immediate and delayed tests. These effects depended on the balance of study and test trials during training. Metacognitive measures provided results suggesting that participants were aware of the beneficial effects of testing. A new measure of metacognition at the level of categories is introduced and shown to be potentially useful for theory and applied purposes. It is argued that focusing on optimizing the learning of natural concepts encourages the convergence of theorizing about memory, concept learning, and metacognition and holds promise for the development of applications to education.
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“However, the benefits of testing have been shown to support non-verbal visual and spatial information, including locations on maps (Carpenter and Pashler, 2007; Rohrer et al., 2010), identifying birds (Jacoby et al., 2010), name-face associations (Morris and Fritz, 2002; Helder and Shaughnessy, 2008), statistics (Szpunar et al., 2013), and spatial locations of objects (Sommer et al., 2008).”
From Neural Correlates of Long-Term Memory Enhancement Following Retrieval Practice (2021) · cites this paper as Jacoby et al., 2010
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Pan and Rickard (2018) Transfer of test-enhanced learning meta-analysis (preprint)Preprint
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Spaced Retrieval Improves Retention and Transfer of Foreign VocabularyPreprint
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Shea, N. J. (2024) · Oxford University Press eBooks · doi:10.1093/9780191997167.003.0009
Shea, N. J. (2024) · Oxford University Press eBooks · doi:10.1093/9780191997167.003.0001 · Cited by 2
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The Frame Problem and the If-Then Problem
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Shea, N. J. (2024) · Oxford University Press eBooks · doi:10.1093/9780191997167.003.0002
Shea, N. J. (2024) · Oxford University Press eBooks · doi:10.1093/9780191997167.003.0008
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Pretesting effects for facts reflect lexical over semantic or structural features
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Metadata
- Authors
- Jacoby, L. L., Wahlheim, C. N., & Coane, J. H.
- Affiliations
- Washington University in St. Louis (US)
- Venue
- Journal of Experimental Psychology Learning Memory and Cognition
- Published
- 2010-11
- Volume
- 36
- Issue
- 6
- Pages
- 1441-1451
- ISSN
- 0278-7393 (ISSN-L)
- 1939-1285
- OpenAlex
- W2113098345
- Cited by
- 127
- References
- 37
- Citations by year
- 2026: 5 · 2025: 1 · 2024: 19 · 2023: 6 · 2022: 10 · 2021: 10 · 2020: 9 · 2019: 13 · 2018: 6 · 2017: 11 · 2016: 9 · 2015: 6 · 2014: 6 · 2013: 6 · 2012: 4
- FWCI
- 3.29
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Experimental Psychology Learning Memory and Cognition (publishedVersion)
- PubMed (publishedVersion)
- NC Digital Online Collection of Knowledge and Scholarship (The University of North Carolina at Greensboro) (submittedVersion)
- Funders
- Ames S. McDonnell Foundation (22020166)
- Topics
- Life Sciences › Neuroscience › Cognitive Neuroscience › Memory Processes and Influences
- Life Sciences › Neuroscience › Cognitive Neuroscience › Memory and Neural Mechanisms
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Categorization, perception, and language
- Keywords
- retrieval practice, natural concepts, recognition memory, classification accuracy, metacognition, metacognitive awareness, bird families, concept learning
- MeSH terms
- Cognition, Feedback, Generalization, Psychological, Genetic Testing, Humans, Judgment, Learning, Neuropsychological Tests, Probability, Students, Teaching, Universities, Signal Detection, Psychological, Recognition, Psychology
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