Retention of Text Information as a Function of the Nature, Timing, and Number of Quizzes

In two experiments a total of 662 high school students read a prose passage, took a verbatim or paraphrase quiz, and a week later completed a verbatim or paraphrase delayed test. Taking a quiz significantly enhanced performance on the delayed test. Performance was consistently much higher on the ver...

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Bibliographic Details
Main Authors:	Anderson, Richard C, Surber, John R, Biddle, W Barry, Zych, Peter M, Lieberman, Claire E
Format:	Report
Language:	eng
Subjects:	LEARNING MEMORY(PSYCHOLOGY) PSYCHOLOGICAL TESTS Psychology RECALL RETENTION(PSYCHOLOGY) Short term memory
Online Access:	Request full text
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Summary:	In two experiments a total of 662 high school students read a prose passage, took a verbatim or paraphrase quiz, and a week later completed a verbatim or paraphrase delayed test. Taking a quiz significantly enhanced performance on the delayed test. Performance was consistently much higher on the verbatim than the paraphrase forms of quizzes and tests. Fitting the DATA RATHER WELL WAS A THEORY WHICH ASSUMES THAT A VERBATIM QUESTION IS BEST AT EVOKING RETRIEVAL OF PHONOLOGICALLY CODED INFORMATION IN SHORT TERM MEMORY WHEREAS A PARAPHRASE QUESTION IS BEST AT INSTIGATING TRANSFER OF THE INFORMATION INTO LONG-TERM, SEMANTIC MEMORY.