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Cited by 57Memory Processes and InfluencesVisual and Cognitive Learning ProcessesCognitive and developmental aspects of mathematical skills

Effects of testing on learning of functions

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Kang, Sean H. K., McDaniel, Mark A., Pashler, Harold·2011·Psychonomic Bulletin & Review
DOI 10.3758/s13423-011-0113-x
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Abstract

Is learning of a complex functional relationship enhanced by trying to predict what output will go with a given input, as compared to studying an input-output pair? We examined learning of a bilinear function and transfer to new items outside the trained range. Subjects either saw the input-output pairs (study-only condition) or attempted to guess the output and then saw the pair (test/study condition). The total study times were equated, and motivation was enhanced with a monetary bonus. Performance was markedly better for the test/study condition, both within the trained range and in the transfer test. This benefit of testing during training was observed on a criterial test administered shortly after training. Testing has long been shown to enhance the explicit learning and retention of verbal material; our present findings reveal a novel domain for which testing can also be advantageous-that is, function learning.

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  • Retrieval benefits have also been found with non-declarative tasks, including resuscitation skills learning and inductive learning of input-output functions.

    “Retrieval benefits have also been found with non-declarative tasks, including resuscitation skills learning (Kromann et al., 2009) and inductive learning of input-output functions (Kang et al., 2011).”

    From Neural Correlates of Long-Term Memory Enhancement Following Retrieval Practice (2021) · cites this paper as Kang et al., 2011

    The Abstract reports that predicting outputs during training improved learning of input-output functions compared with studying the pairs. The Discussion cautions, however, that participants may not have retrieved prior examples from memory, so the study establishes a testing benefit but not necessarily a retrieval benefit. (LLM, conf=0.83)

    Experimental — accuracy not yet measured

  • Retrieval practice can enhance near transfer.

    “The phenomenon of retrieval-induced facilitation has ties to the literature on transfer, which has shown that retrieval practice can enhance near transfer (Butler 2010, Kang et al. 2011, Rohrer et al. 2010).”

    From Practicing Retrieval Facilitates Learning (2021) · cites this paper as Kang et al. 2011

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  1. Hove, U.K.: Psychology Press.

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Authors
Kang, S. H. K., McDaniel, M. A., & Pashler, H.
Affiliations
  • University of California San Diego (US)
  • Washington University in St. Louis (US)
Corresponding author
Kang, Sean H. K.
ORCID
Venue
Psychonomic Bulletin & Review
Publisher
Springer Science and Business Media LLC
Published
2011-06-01
Volume
18
Issue
5
Pages
998-1005
ISSN
  • 1069-9384 (ISSN-L)
  • 1531-5320
DOI
10.3758/s13423-011-0113-x
OpenAlex
W2116422964
Cited by
57
References
30
Citations by year
2026: 1 · 2025: 1 · 2024: 3 · 2023: 4 · 2022: 2 · 2021: 3 · 2020: 5 · 2019: 2 · 2018: 6 · 2017: 3 · 2016: 6 · 2015: 7 · 2014: 3 · 2013: 5 · 2012: 5
FWCI
2.27
Type
journal article
Language
en
Open access
Licence
www.springer.com/tdm (tdm)
Locations
  • Psychonomic Bulletin & Review (publishedVersion)
  • PubMed (publishedVersion)
Topics
  • Life Sciences › Neuroscience › Cognitive Neuroscience › Memory Processes and Influences
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
  • Physical Sciences › Mathematics › Statistics and Probability › Cognitive and developmental aspects of mathematical skills
Keywords
testing effect, function learning, bilinear functions, transfer of learning, input-output pairs, explicit learning, financial incentives, motivation
MeSH terms
Educational Measurement, Humans, Learning, Models, Psychological, Motivation

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