Does Prior Knowledge Modify the Testing Effect?

• In Event: 46.086 - Roundtable Session 16
  In Roundtable Session: 46.086-7 - Modern Learning: Cognitive Processes for the 21st Century

Abstract

We examined whether the practice testing effect is moderated by prior knowledge. Participants were 25 undergraduates. We predicted performance would differ based on students’ prior knowledge of the topics and whether items were practice quizzed prior to chapter examinations. We anticipated practice testing would be especially beneficial for topics for which students possessed low compared to high prior knowledge. Students performed better on chapter content for which they possessed high prior knowledge, and on items that were practice quizzed in comparison to items that were non-quizzed. Prior knowledge did not moderate the testing effect. Findings indicate that practice testing may be robust enough that individual differences do not affect the benefits of practice testing for classroom learning and retention.

Authors

• MeganClaire Cogliano, University of Nevada - Las Vegas

• CarolAnne M. Kardash, University of Nevada - Las Vegas