Editing Testing effect (section)

=== Test format ===
The test format doesn't seem to impact the results as it is the process of retrieval that aids the learning<ref name=":0">{{Cite journal|last1=Yang|first1=Chunliang|last2=Potts|first2=Rosalind|last3=Shanks|first3=David R.|date=2018-04-11|title=Enhancing learning and retrieval of new information: a review of the forward testing effect|journal=npj Science of Learning|volume=3|issue=1|page=8|doi=10.1038/s41539-018-0024-y|issn=2056-7936|pmc=6220253|pmid=30631469|bibcode=2018npjSL...3....8Y}}</ref> but [[transfer-appropriate processing]] suggests that if the [[Encoding (memory)|encoding]] of information is through a format similar to the [[Recall (memory)|retrieval]] format then the test results are likely to be higher, with a mismatch causing lower results.<ref name=":2">{{Cite journal|last1=Yang|first1=Chunliang|last2=Luo|first2=Liang|last3=Vadillo|first3=Miguel A.|last4=Yu|first4=Rongjun|last5=Shanks|first5=David R.|date=April 2021|title=Testing (quizzing) boosts classroom learning: A systematic and meta-analytic review.|url=http://doi.apa.org/getdoi.cfm?doi=10.1037/bul0000309|journal=Psychological Bulletin|language=en|volume=147|issue=4|pages=399–435|doi=10.1037/bul0000309|pmid=33683913|s2cid=232158956|issn=1939-1455|url-access=subscription}}</ref> However, when short-answer tests or essays are used <ref>{{Cite journal|last1=Roediger|first1=Henry L.|last2=Agarwal|first2=Pooja K.|last3=McDaniel|first3=Mark A.|last4=McDermott|first4=Kathleen B.|date=2011|title=Test-enhanced learning in the classroom: Long-term improvements from quizzing.|url=http://doi.apa.org/getdoi.cfm?doi=10.1037/a0026252|journal=Journal of Experimental Psychology: Applied|language=en|volume=17|issue=4|pages=382–395|doi=10.1037/a0026252|pmid=22082095|issn=1939-2192|url-access=subscription}}</ref><ref>{{Cite journal|last1=McDaniel|first1=Mark A.|last2=Anderson|first2=Janis L.|last3=Derbish|first3=Mary H.|last4=Morrisette|first4=Nova|date=2007-07-01|title=Testing the testing effect in the classroom|url=https://doi.org/10.1080/09541440701326154|journal=European Journal of Cognitive Psychology|volume=19|issue=4–5|pages=494–513|doi=10.1080/09541440701326154|s2cid=102343760|issn=0954-1446|url-access=subscription}}</ref> greater gains in results are seen when compared to multiple-choice test <ref>{{Cite journal|last1=Agarwal|first1=Pooja K.|last2=Bain|first2=Patrice M.|last3=Chamberlain|first3=Roger W.|date=2012-09-01|title=The Value of Applied Research: Retrieval Practice Improves Classroom Learning and Recommendations from a Teacher, a Principal, and a Scientist|url=https://doi.org/10.1007/s10648-012-9210-2|journal=Educational Psychology Review|language=en|volume=24|issue=3|pages=437–448|doi=10.1007/s10648-012-9210-2|s2cid=143750450|issn=1573-336X|url-access=subscription}}</ref>

[[Cued recall]] can make retrieval easier<ref>{{Cite journal|last1=Carpenter|first1=Shana K.|last2=Pashler|first2=Harold|last3=Vul|first3=Edward|date=2006|title=What types of learning are enhanced by a cued recall test?|journal=Psychonomic Bulletin & Review|volume=13|issue=5|pages=826–830|doi=10.3758/bf03194004|issn=1069-9384|pmid=17328380|s2cid=14721245|doi-access=free}}</ref> as it reduces the required retrieval strength from an individual which can help short term results,<ref>{{Cite journal|last1=Carpenter|first1=Shana K.|last2=DeLosh|first2=Edward L.|date=2006|title=Impoverished cue support enhances subsequent retention: support for the elaborative retrieval explanation of the testing effect|journal=Memory & Cognition|volume=34|issue=2|pages=268–276|doi=10.3758/bf03193405|issn=0090-502X|pmid=16752591|s2cid=41086978|doi-access=free}}</ref> but can hinder long term retrieval overtime due to reduced retrieval demand during practice.<ref>{{cite journal|last1=Carpenter|first1=S.K.|year=2009|title=Cue Strength as a Moderator of the Testing Effect: The Benefits of Elaborative Retrieval|journal=Journal of Experimental Psychology: Learning, Memory, and Cognition|volume=35|issue=6|pages=1563–1569|doi=10.1037/a0017021|pmid=19857026}}</ref> Quicker learning can reduce the rate of forgetting for a short period of time, but the effect doesn't last as long as more effortful retrieval.<ref>{{Cite web|title=The psychology of human learning.|url=https://psycnet.apa.org/record/1942-15076-000|access-date=2021-12-06|website=psycnet.apa.org|language=en}}</ref> Cueing can be seen when encoding new information overlaps with prior knowledge making retrieval easier<ref>{{Cite journal|last1=Morris|first1=C. Donald|last2=Bransford|first2=John D.|last3=Franks|first3=Jeffery J.|date=1977-10-01|title=Levels of processing versus transfer appropriate processing|url=https://www.sciencedirect.com/science/article/pii/S0022537177800169|journal=Journal of Verbal Learning and Verbal Behavior|language=en|volume=16|issue=5|pages=519–533|doi=10.1016/S0022-5371(77)80016-9|issn=0022-5371|url-access=subscription}}</ref><ref>{{Cite book|last=Tulving|first=Endel|url=https://philpapers.org/rec/TULEOE|title=Elements of Episodic Memory|date=1983|publisher=Oxford University Press}}</ref> or from a visual or auditory aid.

Prior knowledge seems to increase the impact of retrieval practice,<ref>{{Cite journal|last1=Giebl|first1=Saskia|last2=Mena|first2=Stefany|last3=Storm|first3=Benjamin C.|last4=Bjork|first4=Elizabeth Ligon|last5=Bjork|first5=Robert A.|date=2021-03-01|title=Answer First or Google First? Using the Internet in ways that Enhance, not Impair, One's Subsequent Retention of Needed Information|url=https://doi.org/10.1177/1475725720961593|journal=Psychology Learning & Teaching|language=en|volume=20|issue=1|pages=58–75|doi=10.1177/1475725720961593|s2cid=226317994|issn=1475-7257|url-access=subscription}}</ref> but should not be seen as a boundary condition as individuals with higher prior knowledge and individuals with lower prior knowledge both benefit.<ref>{{Cite journal |last1=Buchin |first1=Zachary L. |last2=Mulligan |first2=Neil W. |date=2022-09-22 |title=Retrieval-based learning and prior knowledge. |url=http://doi.apa.org/getdoi.cfm?doi=10.1037/edu0000773 |journal=Journal of Educational Psychology |language=en |doi=10.1037/edu0000773 |s2cid=252476327 |issn=1939-2176|url-access=subscription }}</ref>  Pre-testing can be used to get greater results,<ref>{{Cite journal|last1=Rohrer|first1=Doug|last2=Taylor|first2=Kelli|last3=Sholar|first3=Brandon|date=2010|title=Tests enhance the transfer of learning|url=https://pubmed.ncbi.nlm.nih.gov/20053059/|journal=Journal of Experimental Psychology: Learning, Memory, and Cognition|volume=36|issue=1|pages=233–239|doi=10.1037/a0017678|issn=1939-1285|pmid=20053059}}</ref><ref>{{Cite journal|last1=Pan|first1=Steven C.|last2=Sana|first2=Faria|date=2021-04-01|title=Pretesting versus posttesting: Comparing the pedagogical benefits of errorful generation and retrieval practice.|url=http://doi.apa.org/getdoi.cfm?doi=10.1037/xap0000345|journal=Journal of Experimental Psychology: Applied|volume=27|issue=2|pages=237–257|language=en|doi=10.1037/xap0000345|pmid=33793291|s2cid=232762494|issn=1939-2192}}</ref> and the post-testing can be used to facilitate learning and memory of newly studied information, known as the ''forward testing effect.<ref>{{Cite journal|last1=Kliegl|first1=Oliver|last2=Bäuml|first2=Karl-Heinz T.|date=October 2021|title=When retrieval practice promotes new learning – The critical role of study material|url=https://linkinghub.elsevier.com/retrieve/pii/S0749596X2100036X|journal=Journal of Memory and Language|language=en|volume=120|pages=104253|doi=10.1016/j.jml.2021.104253|url-access=subscription}}</ref>'' Pre-test or practice test accuracy doesn't predict post test results as time affects forgetting <ref name=":62">{{Citation|last1=Dunlosky|first1=John|title=Influence of practice tests on the accuracy of predicting memory performance for paired associates, sentences, and text material|date=2002|url=https://www.cambridge.org/core/books/applied-metacognition/influence-of-practice-tests-on-the-accuracy-of-predicting-memory-performance-for-paired-associates-sentences-and-text-material/AAA8C234FFF8D9E64F2CBF60B66F4584|work=Applied Metacognition|pages=68–92|editor-last=Schwartz|editor-first=Bennett L.|place=Cambridge|publisher=Cambridge University Press|isbn=978-0-521-00037-6|access-date=2021-12-06|last2=Rawson|first2=Katherine A.|last3=McDonald|first3=Susan L.|editor2-last=Perfect|editor2-first=Timothy J.}}</ref>