The positive and negative effects of testing in lifelong learning

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dc.contributor.advisorLogan, Jessica M.en_US
dc.creatorMeyer, Ashely N. D.en_US
dc.date.accessioned2013-03-08T00:36:38Zen_US
dc.date.available2013-03-08T00:36:38Zen_US
dc.date.issued2011en_US
dc.description.abstractFormal classroom learning is a lifelong pursuit. Many older adults return to school to advance their careers, learn new skills, or simply for personal fulfillment. As such, methods for improving learning should be considered in relation to both younger and older learners in order to properly assess their ultimate usefulness. A technique that has been demonstrably effective at improving learning and memory in younger students is testing. Testing improves memory more than mere exposure to material (e.g., restudying), a benefit known as the positive testing effect. However, recognition tests, where learners are exposed to correct and incorrect information (e.g., multiple-choice tests), also introduce false information to test-takers. While evidence shows that testing improves memory for tested material, this can include the incorrect material presented on recognition tests manifested as increased reproduction of incorrect answers (lures), a phenomenon known as the negative testing effect. These effects of testing, however, have only been studied in younger learners. Older learners, on the other hand, may show decreased positive testing effects and increased negative testing effects because of poorer long-term episodic and source memory, perhaps making them less receptive to the positive effects of testing and more susceptible to the negative effects of testing. Therefore, this study examined the positive and negative effects of testing on learning in 60 younger university students aged 18-25, 60 younger community adults aged 18-25, and 60 older community adults aged 55-65. This research also scrutinized how individual differences, including intelligence, previous knowledge, initial performance, and source memory were related to the positive and negative effects of testing. All groups showed positive testing effects, but these were larger for younger adults, for individuals with higher initial performance, and for people with more previous knowledge of the topics. Additionally, though no age group showed reliable negative testing effects, they increased for individuals with lower initial performance and previous knowledge and, surprisingly, for learners with higher nonverbal reasoning and verbal intelligence scores. These findings have important implications for the education of people of all ages and show that testing can be a beneficial learning tool for both younger and older learners.en_US
dc.format.extent114 p.en_US
dc.format.mimetypeapplication/pdfen_US
dc.identifier.callnoTHESIS PSYCH. 2011 MEYERen_US
dc.identifier.citationMeyer, Ashely N. D.. "The positive and negative effects of testing in lifelong learning." (2011) Diss., Rice University. <a href="https://hdl.handle.net/1911/70351">https://hdl.handle.net/1911/70351</a>.en_US
dc.identifier.digitalMeyerAen_US
dc.identifier.urihttps://hdl.handle.net/1911/70351en_US
dc.language.isoengen_US
dc.rightsCopyright is held by the author, unless otherwise indicated. Permission to reuse, publish, or reproduce the work beyond the bounds of fair use or other exemptions to copyright law must be obtained from the copyright holder.en_US
dc.subjectEducationen_US
dc.subjectSocial sciencesen_US
dc.subjectPsychologyen_US
dc.subjectTestingen_US
dc.subjectLifelong learningen_US
dc.subjectAgingen_US
dc.subjectContinuing educationen_US
dc.subjectMemoryen_US
dc.subjectLearningen_US
dc.subjectEducational tests & measurementsen_US
dc.subjectGerontologyen_US
dc.subjectEducational psychologyen_US
dc.subjectCognitive psychologyen_US
dc.titleThe positive and negative effects of testing in lifelong learningen_US
dc.typeThesisen_US
dc.type.materialTexten_US
thesis.degree.departmentPsychologyen_US
thesis.degree.disciplineSocial Sciencesen_US
thesis.degree.grantorRice Universityen_US
thesis.degree.levelDoctoralen_US
thesis.degree.nameDoctor of Philosophyen_US
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