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Does Overt memory testing lead to better learning than Covert memory testing?
Stockholm University. Stockholm University, Faculty of Social Sciences, Department of Psychology.
2011 (English)Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

The testing effect is described as an improvement of memory performance at a final test as a result of previous test sessions. Several studies reported that initial testing during learning provides a better memory representation at a delayed retention interval. The aim of present study is to assess whether an Overt or a Covert retrieval procedure leads to better final recall. Participants were at initial testing instructed to retrieve and write down the words (Overt group), retrieve it without writing down (Covert group) or only restudy the words (SSS group). Memory was tested after[1]15 minutes and again after 1 week. The results indicated a significant main effect of learning group and retrieval interval, where the Overt group performed reliably better than remaining groups. The idea behind the testing effect may work as a guideline of how the testing procedure can be conformed into educational contexts, which advocates for more consistent use of testing in classroom for optimal learning.

Place, publisher, year, edition, pages
Keyword [en]
memory, testing effect, Overt, Covert, testing, studying
National Category
URN: urn:nbn:se:su:diva-59010OAI: diva2:424523
2011-06-01, 00:00
Social and Behavioural Science, Law
Available from: 2011-06-22 Created: 2011-06-17 Last updated: 2011-06-22Bibliographically approved

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Soltani, Tara
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Stockholm UniversityDepartment of Psychology

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