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|Title: ||A test of the testing effect: Acquiring problem-solving skills from worked examples.|
|Authors: ||Van Gog, Tamara|
|Keywords: ||testing effect|
|Issue Date: ||5-Nov-2012|
|Abstract: ||The „testing effect‟ refers to the finding that after an initial study opportunity, testing is more
effective for long-term retention than restudying. The testing effect seems robust and is a
finding from the field of cognitive science that has important implications for education.
However, it is unclear whether this effect also applies to the acquisition of problem-solving
skills, which is important to establish given the key role problem solving plays in for instance
math and science education. Worked examples are an effective and efficient way of acquiring
problem-solving skills. Forty students either only studied worked examples (SSSS) or
engaged in testing after studying an example by solving an isomorphic problem (STST).
Surprisingly, results showed equal performance in both conditions on an immediate retention
test after five minutes, but the SSSS condition outperformed the STST condition on a delayed
retention test after one week. These findings suggest the testing effect might not apply to
acquiring problem-solving skills from worked examples.|
|Description: ||Van Gog, T., & Kester, L. (2012). A test of the testing effect: Acquiring problem-solving skills from worked examples. Cognitive Science, 36, 1532-1541. doi:10.1111/cogs.12002|
|Appears in Collections:||1. LC: Publications and Preprints|
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