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.
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.
