A Systematic Review of the Testing Effect in Learning

  • Raquel Eloisa Eisenkraemer Pontificia Universidade Catolica do Rio Grande do Sul
  • Antonio Jaeger Universidade de Sao Paulo
  • Lilian Milnitsky Stein Pontificia Universidade Catolica do Rio Grande do Sul

Abstract

The retrieval of a given piece of information from memory increases the long-term retention of that information, a phenomenon often called “testing effect”. The current study aimed to select and review articles on the testing effect to verify the extent and importance of this phenomenon, bringing the main results of recent research. To accomplish this, a systematic review of articles on this subject published between 2006 and 2012 was conducted, a period in which there was an acute increase in the amount of publications on this subject. The articles were searched in the databases Web of Science, PubMed and PsycINFO. The results, which were organized according to test format (recall and recognition tests), demonstrated that tests can be remarkably beneficial to the retention of long-term memories. A theoretical explanation regarding the cognitive processes involved in this phenomenon still needs to be developed and tested. Such explanation would have important implications for the development of efficient educational practices.

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Published
2013-09-01
How to Cite
Eisenkraemer, R., Jaeger, A., & Stein, L. (2013). A Systematic Review of the Testing Effect in Learning. Paidéia (Ribeirão Preto), 23(56), 397-406. https://doi.org/10.1590/1982-43272356201314
Section
Systematic Literature Review