Retrieval enhances route knowledge acquisition, but only when movement errors are prevented.

Studies of the testing effect have shown that retrieval significantly improves learning. However, most of these studies have been restricted to simple types of declarative verbal knowledge. Five experiments were designed to explore whether testing improves acquisition of route knowledge, which has a procedural component consisting of actions to be performed at decision points (Golledge, 1991). Participants learned a route through a series of connected rooms in a virtual building. Each room contained multiple doors, only one of which led to the next room. During encoding, participants were shown the correct sequence of doors in a manner similar to global positioning system (GPS) navigation guidance. During subsequent exposures to the route, participants were either shown the correct sequence again or had to recall the sequence from memory. Participants later completed a final test in which they traversed the route without guidance or feedback. Testing improved route memory compared to studying, but only when participants were given feedback about the correct door prior to moving through the room. When feedback occurred after moving to an incorrect door, testing resulted in worse performance compared to studying. These findings parallel work on errorless learning, in which procedural skills are acquired more quickly when errors are minimized during learning

Investigating the Benefits of Pre-Questions on Lecture-Based Learning

Prior laboratory research has shown the positive benefits of answering pre-questions on learning. Specifically, pre-questions have been shown to increase learning from subsequent pre-questioned material presented either in a readingor in a lecture format compared to a non-pre-questioned group. However, it is not yet clear whether these learning bene-fits translate into larger lecture-based classrooms and whether they can facilitate transfer to non-pre-questioned material.Moreover, there are few classroom studies, utilizing pre-questions, that explore these effects. We investigated the effectof pre-questions on learning during a large lecture course. Students who received pre-questions performed better on endof lecture quiz questions compared to students who did not receive pre-questions. Consistent with prior laboratory andclassroom studies, this effect was primarily for the pre-questioned information and there was no immediate effect onnon-pre-questioned information. We discuss the implications of the results for theories of learning and applications toeducation

Using tests to enhance 8 th grade students’ retention of U.S. history facts

SUMMARY Laboratory studies show that retention of information can be powerfully enhanced through testing, but evidence for their utility to promote long-term retention of course information is limited. We assessed 8th grade students' retention of U.S. history facts. Facts were reviewed after 1 week, 16 weeks or not reviewed at all. Some facts were reviewed by testing (Who assassinated president Abraham Lincoln?) followed by feedback (John Wilkes Booth), while others were re-studied. Nine months later, all students received a test covering all of the facts. Facts reviewed through testing were retained significantly better than facts reviewed through re-studying, and nearly twice as well as those given no review. The best retention occurred for facts that were reviewed by testing after a 16-week time interval. Although the gain in item was numerically small, due to floor effects, these results support the notion that testing can enhance long-term retention of course knowledge

The effect of load placement on the power production characteristics of three lower extremity jumping exercises

The purpose of this study was to compare the power production characteristics of the jump squat (JS), hexagonal barbell jump (HEXJ), and jump shrug (JShrug) across a spectrum of relative loads. Fifteen resistance-trained men completed three testing sessions where they performed repetitions of either the JS, HEXJ, or JShrug at body mass (BM) or with 20, 40, 60, 80, or 100% of their BM. Relative peak power (PPRel), relative force at PP (FPP), and velocity at PP (VPP) were compared between exercises and loads. In addition, power-time curves at each load were compared between exercises. Load-averaged HEXJ and JShrug PPRel were statistically greater than the JS (both p < 0.01), while no difference existed between the HEXJ and the JShrug (p = 1.000). Load-averaged JShrug FPP was statistically greater than both the JS and the HEXJ (both p < 0.001), while no statistical difference existed between the JS and the HEXJ (p = 0.111). Load averaged JS and HEXJ VPP were statistically greater than the JShrug (both p < 0.01). In addition, HEXJ VPP was statistically greater than the JS (p = 0.009). PPRel was maximized at 40, 40, and 20% BM for the JS, HEXJ, and JShrug, respectively. The JShrug possessed statistically different power-time characteristics compared to both the JS and the HEXJ during the countermovement and propulsion phases. The HEXJ and the JShrug appear to be superior exercises for PPRel compared to the JS. The HEXJ may be considered a more velocity-dominant exercise, while the JShrug may be a more force-dominant one

Study strategies and beliefs about learning as a function of academic achievement and achievement goals

Prior research by Hartwig and Dunlosky [(2012). Study strategies of college students: Are self-testing and scheduling related to achievement? Psychonomic Bulletin & Review, 19(1), 126–134] has demonstrated that beliefs about learning and study strategies endorsed by students are related to academic achievement: higher performing students tend to choose more effective study strategies and are more aware of the benefits of self-testing. We examined whether students’ achievement goals, independent of academic achievement, predicted beliefs about learning and endorsement of study strategies. We administered Hartwig and Dunlosky’s survey, along with the Achievement Goals Questionnaire [Elliot, A. J., & McGregor, H. A. (2001). A 2 × 2 achievement goal framework. Journal of Personality & Social Psychology, 80, 501–519] to a large undergraduate biology course. Similar to results by Hartwig and Dunlosky, we found that high-performing students (relative to low-performing students) were more likely to endorse self-testing, less likely to cram, and more likely to plan a study schedule ahead of time. Independent of achievement, however, achievement goals were stronger predictors of certain study behaviours. In particular, avoidance goals (e.g., fear of failure) coincided with increased use of cramming and the tendency to be driven by impending deadlines. Results suggest that individual differences in student achievement, as well as the underlying reasons for achievement, are important predictors of students’ approaches to studying

Testing beyond words: Using tests to enhance visuospatial map learning

Psychological research shows that learning can be powerfully enhanced through testing, but this finding has so far been confined to memory tasks requiring verbal responses. We explored whether testing can enhance learning of visuospatial information in maps. Fifty subjects each studied 2 maps, one through conventional study, and the other through computer-prompted tests. For the tests, subjects were repeatedly presented with the same map with one feature deleted (e.g., a road or river), and tried to covertly recall the missing feature and its location. Subjects’ map drawings after 30 minutes were significantly better for maps learned through tests as compared to the same amount of time devoted to conventional study. These results suggest that the testing effect is not limited to the types of memory that require discrete, verbal responses, and that utilizing covert retrievals may allow the effect to be extended to a variety of complex nonverbal learning tasks