Abstract
To conduct a replication of a previous experiment (Kornell & Son, 2009) to measure the accuracy and judgement of learning between two ways of studying and if receiving feedback after testing altered their learning. Participants were tasked with learning 4 lists of Indonesian words, half of the participants learned by re-exposure to the words while the other half learned by test-taking. The test-taking group was further divided into feedback or no-feedback conditions. Contrary to the previous study we found that testing did not impact memory. However, self-testing did make learners more accurate in their judgments of what they knew. Students with a more malleable view of intelligence were also more accurate in their judgments of learning.
Included in
Does Testing Help Learning? Mindset and Testing’s Impact on Memory and Accuracy of Judgments
To conduct a replication of a previous experiment (Kornell & Son, 2009) to measure the accuracy and judgement of learning between two ways of studying and if receiving feedback after testing altered their learning. Participants were tasked with learning 4 lists of Indonesian words, half of the participants learned by re-exposure to the words while the other half learned by test-taking. The test-taking group was further divided into feedback or no-feedback conditions. Contrary to the previous study we found that testing did not impact memory. However, self-testing did make learners more accurate in their judgments of what they knew. Students with a more malleable view of intelligence were also more accurate in their judgments of learning.