Editing Testing effect (section)

=== Practice methods ===
When compared to [[concept map]]ping alone, retrieval practice is more beneficial,<ref>{{Cite web|title=A powerful way to improve learning and memory|url=https://www.apa.org/science/about/psa/2016/06/learning-memory|access-date=2021-12-06|website=www.apa.org}}</ref> despite students not seeing retrieval practice as a useful learning tool.<ref>{{Cite journal|last1=Lechuga|first1=M. Teresa|last2=Ortega-Tudela|first2=Juana M.|last3=Gómez-Ariza|first3=Carlos J.|date=December 2015|title=Further evidence that concept mapping is not better than repeated retrieval as a tool for learning from texts|url=https://linkinghub.elsevier.com/retrieve/pii/S0959475215300232|journal=Learning and Instruction|language=en|volume=40|pages=61–68|doi=10.1016/j.learninstruc.2015.08.002|url-access=subscription}}</ref> When combined, learner performance was increased, suggesting concept mapping is a tool that should be combined with retrieval practice<ref>{{Cite journal|last1=Blunt|first1=Janell R.|last2=Karpicke|first2=Jeffrey D.|date=2014|title=Learning with retrieval-based concept mapping.|url=http://doi.apa.org/getdoi.cfm?doi=10.1037/a0035934|journal=Journal of Educational Psychology|language=en|volume=106|issue=3|pages=849–858|doi=10.1037/a0035934|issn=1939-2176|url-access=subscription}}</ref> alongside other non-verbal responses.<ref>{{Cite journal|last1=Carpenter|first1=Shana K.|last2=Pashler|first2=Harold|date=2007|title=Testing beyond words: using tests to enhance visuospatial map learning|journal=Psychonomic Bulletin & Review|volume=14|issue=3|pages=474–478|doi=10.3758/bf03194092|issn=1069-9384|pmid=17874591|s2cid=11660721|doi-access=free}}</ref> Retrieval helps with mental organization<ref>{{Cite web|title=Subjective organization in free recall of "unrelated" words.|url=https://psycnet.apa.org/record/1964-02036-001|access-date=2021-12-07|website=psycnet.apa.org|language=en}}</ref> which can work well with concept mapping. Multimedia testing can be used<ref>{{Cite journal|last1=Johnson|first1=Cheryl I.|last2=Mayer|first2=Richard E.|date=2009|title=A testing effect with multimedia learning.|url=http://doi.apa.org/getdoi.cfm?doi=10.1037/a0015183|journal=Journal of Educational Psychology|language=en|volume=101|issue=3|pages=621–629|doi=10.1037/a0015183|issn=1939-2176|url-access=subscription}}</ref> alongside flashcards as a method of retrieval practice but removing cards too early can result in lower long term retention.<ref>{{Cite journal|last1=Roediger|first1=Henry L.|last2=Karpicke|first2=Jeffrey D.|date=2006|title=Repeated retrieval during learning is the key to enhancing long-term retention|url=http://dx.doi.org/10.1037/e527352012-265|access-date=2021-12-07|website=PsycEXTRA Dataset|doi=10.1037/e527352012-265|url-access=subscription}}</ref> Individuals may not correctly interpret the outcome of practice cards<ref>{{Cite web|title=How do we know that we know? The accessibility model of the feeling of knowing.|url=https://psycnet.apa.org/record/1994-04361-001|access-date=2021-12-06|website=psycnet.apa.org|language=en}}</ref> contributing to dropped cards which impact future retrieval attempts <ref name=":72">{{Cite journal|last1=Karpicke|first1=Jeffrey D.|last2=Roediger|first2=Henry L.|date=2007-08-01|title=Repeated retrieval during learning is the key to long-term retention|url=https://www.sciencedirect.com/science/article/pii/S0749596X06001367|journal=Journal of Memory and Language|language=en|volume=57|issue=2|pages=151–162|doi=10.1016/j.jml.2006.09.004|issn=0749-596X|url-access=subscription}}</ref> therefore resulting in lower results due to increased forgetting.<ref name=":14" />

It is advised that students,<ref name=":16">{{Cite journal|last=Dunlosky|first=John|date=2013|title=Strengthening the Student Toolbox: Study Strategies to Boost Learning|url=https://eric.ed.gov/?id=EJ1021069|journal=American Educator|language=en|volume=37|issue=3|pages=12–21|issn=0148-432X}}</ref> people in care units<ref>{{Cite journal|last1=Cooper|first1=Avraham Z.|last2=Verbeck|first2=Nicole|last3=McCallister|first3=Jennifer W.|last4=Spitzer|first4=Carleen R.|date=2020-12-01|title=Incorporating Retrieval Practice Into Intensive Care Unit Teaching Rounds: A Feasibility Study|url=https://meridian.allenpress.com/jgme/article/12/6/778/447989/Incorporating-Retrieval-Practice-Into-Intensive|journal=Journal of Graduate Medical Education|language=en|volume=12|issue=6|pages=778–781|doi=10.4300/JGME-D-20-00082.1|issn=1949-8357|pmc=7771589|pmid=33391605}}</ref> and teaching professionals<ref>{{Cite journal|last1=McDaniel|first1=Mark A.|last2=Agarwal|first2=Pooja K.|last3=Huelser|first3=Barbie J.|last4=McDermott|first4=Kathleen B.|last5=Roediger|first5=Henry L.|date=2011|title=Test-enhanced learning in a middle school science classroom: The effects of quiz frequency and placement.|url=http://doi.apa.org/getdoi.cfm?doi=10.1037/a0021782|journal=Journal of Educational Psychology|language=en|volume=103|issue=2|pages=399–414|doi=10.1037/a0021782|issn=1939-2176|url-access=subscription}}</ref><ref>{{Cite book|last1=Agarwal|first1=Pooja K.|url=https://books.google.com/books?id=OpCWDwAAQBAJ&dq=Powerful+Teaching%3A+Unleash+the+Science+of+Learning&pg=PA1|title=Powerful Teaching: Unleash the Science of Learning|last2=Bain|first2=Patrice M.|date=2019-06-05|publisher=John Wiley & Sons|isbn=978-1-119-52184-6|language=en}}</ref><ref>{{Cite book|last=Jones|first=Kate|url=https://books.google.com/books?id=CIM7EAAAQBAJ&dq=Jones,+Kate+(2020).+Retrieval+Practice:+Resources+and+research+for+every+classroom.+John+Catt+Educational.+ISBN+978-1912906581.&pg=PA1|title=Retrieval Practice: Research & Resources for every classroom|date=2020-07-27|publisher=John Catt Educational|isbn=978-1-913808-06-8|language=en}}</ref><ref name=":17" /> use distributed<ref>{{Cite journal|last=McCabe|first=Jennifer|date=2011|title=Metacognitive awareness of learning strategies in undergraduates|journal=Memory & Cognition|volume=39|issue=3|pages=462–476|doi=10.3758/s13421-010-0035-2|issn=1532-5946|pmid=21264604|s2cid=1682524|doi-access=free}}</ref> retrieval practice<ref>Gurung, R.A., 2005. [https://www.researchgate.net/profile/Regan-Gurung/publication/228786091_How_Do_Students_Really_Study_and_Does_It_Matter/links/004635140972ab064d000000/How-Do-Students-Really-Study-and-Does-It-Matter.pdf How do students really study (and does it matter]). ''Education'', ''39'', pp.323-340.</ref> with feedback to aid their studies.<ref>{{Cite journal|last=Augustin|first=Marc|date=2014|title=How to learn effectively in medical school: test yourself, learn actively, and repeat in intervals|journal=The Yale Journal of Biology and Medicine|volume=87|issue=2|pages=207–212|issn=1551-4056|pmc=4031794|pmid=24910566}}</ref> Interleaved practice, self-explanation,<ref name=":15" /> and [[elaborative interrogation]]<ref name=":16" /> can be useful but need more research.<ref>{{Cite journal|last=Endowment Foundation|first=Education|title=Cognitive Science Approaches in the Classroom|url=https://d2tic4wvo1iusb.cloudfront.net/documents/guidance/Cognitive_science_approaches_in_the_classroom_-_A_review_of_the_evidence.pdf|journal=Education Endowment Foundation Website|pages=15–48|via=Education Endowment Foundation}}</ref>  Summarization can be useful for individuals trained how to use to get the most from it.<ref>{{Cite journal|last1=Rinehart|first1=Steven D.|last2=Stahl|first2=Steven A.|last3=Erickson|first3=Lawrence G.|date=1986|title=Some Effects of Summarization Training on Reading and Studying|url=https://www.jstor.org/stable/747614|journal=Reading Research Quarterly|volume=21|issue=4|pages=422–438|doi=10.2307/747614|jstor=747614|issn=0034-0553|url-access=subscription}}</ref> Keyword [[mnemonic]]s and imagery for text have been somewhat helpful but the effects are often short lived.<ref name=":42">{{Cite journal|last1=Wang|first1=Alvin Y.|last2=Thomas|first2=Margaret H.|last3=Ouellette|first3=Judith A.|date=1992|title=Keyword mnemonic and retention of second-language vocabulary words.|url=http://doi.apa.org/getdoi.cfm?doi=10.1037/0022-0663.84.4.520|journal=Journal of Educational Psychology|language=en|volume=84|issue=4|pages=520–528|doi=10.1037/0022-0663.84.4.520|issn=1939-2176|url-access=subscription}}</ref><ref name=":16" /> However, if each of these methods are integrated with retrieval elements the testing effect is more likely to occur.