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The spacing effect demonstrates that learning is more effective when study sessions are spaced out. This effect shows that more information is encoded into long-term memory by spaced study sessions,also known as spaced repetition or spaced presentation,than by massed presentation ("cramming").
The testing effect suggests long-term memory is increased when part of the learning period is devoted to retrieving information from memory. It is different from the more general practice effect,defined in the APA Dictionary of Psychology as "any change or improvement that results from practice or repetition of task items or activities."
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Judith F. Kroll is a Distinguished Professor of Language Science at University of California,Irvine. She specializes in psycholinguistics,focusing on second language acquisition and bilingual language processing. With Randi Martin and Suparna Rajaram,Kroll co-founded the organization Women in Cognitive Science in 2001. She is a Fellow of the American Association for the Advancement of Science (AAAS),the American Psychological Association (APA),the Psychonomic Society,the Society of Experimental Psychologists,and the Association for Psychological Science (APS).
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Suparna Rajaram, SUNY Distinguished Professor of Psychology at Stony Brook University,is an Indian-born cognitive psychologist and expert on memory and amnesia. Rajaram served as Chair of the Governing Board of the Psychonomic Society (2008) and as president of the Association for Psychological Science (2017-2018). Along with Judith Kroll and Randi Martin,Rajaram co-founded the organization Women in Cognitive Science in 2001,with the aim of improving the visibility of contributions of women to cognitive science. In 2019,she was an inaugural recipient of Psychonomic Society's Clifford T. Morgan Distinguished Leadership Award for significant contributions and sustained leadership in the discipline of cognitive psychology.
Randi Martin is the Elma Schneider Professor of Psychology at Rice University and Director of the T. L. L. Temple Foundation Neuroplasticity Research Laboratory. With Suparna Rajaram and Judith Kroll,Martin co-founded Women in Cognitive Science in 2001,an organization supported in part through the National Science Foundation's ADVANCE Leadership program. She is a Fellow of the American Association for the Advancement of Science (AAAS) and the Society of Experimental Psychologists (SEP).
The forward testing effect,also known as test potentiated new learning,is a psychological learning theory which suggests that testing old information can improve learning of new information. Unlike traditional learning theories in educational psychology which have established the positive effect testing has when later attempting to retrieve the same information,the forward testing effect instead suggests that the testing experience itself possesses unique benefits which enhance the learning of new information. This memory effect is also distinct from the 'practice effect' which typically refers to an observed improvement which results from repetition and restudy,as the testing itself is considered as the catalyst for improved recall. Instead,this theory suggests that testing serves not only as a tool for assessment but as a learning tool which can aid in memory recall. The forward testing effect indicates that educators should encourage students to study using testing techniques rather than restudying information repeatedly.
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Ayanna Kim Thomas is an American scientist,author,and cognitive researcher and the Dean of Research for the School of Arts and Sciences at Tufts University since 2021. Her research focuses on the intersection of memory and aging,particularly as those fields relate to brain and cognitive science. She is a founding member of SPARK Society,editor-in-chief of the journal Memory &Cognition,and a fellow of the Psychonomic Society and the American Psychological Association Minority Fellowship Program.
Cogfog is the informal name of the Bjork Learning and Forgetting Lab in the Psychology Department at the University of California,Los Angeles (UCLA) and the official name of the weekly research group meeting associated with the lab. Led by Professors Robert Bjork and Elizabeth Bjork,Cogfog has been a cornerstone of cognitive psychology research since its inception in 1979.
References
- ↑ "Katherine Rawson | Kent State University". www.kent.edu. Retrieved 2020-10-20.
- ↑ Dunlosky, John,, Rawson, Katherine A. (Eds.) (7 February 2019). The Cambridge handbook of cognition and education. Cambridge, United Kingdom. ISBN 978-1-108-41601-6. OCLC 1045734554.
{{cite book}}: CS1 maint: location missing publisher (link) CS1 maint: multiple names: authors list (link) - ↑ "Presidential Early Career Awards Recipients".
- ↑ "Presidential Early Career Awards for Scientists and Engineers (PECASE)". 29 June 2010.
- ↑ "President Obama to honor Kent State University professor". EurekAlert!. Retrieved 2020-10-22.
- ↑ "2014 Early Career Award Recipient - Psychonomic Society". www.psychonomic.org. Retrieved 2020-10-22.
- ↑ "Neurotree - Katherine Rawson Family Tree". neurotree.org. Retrieved 2020-10-22.
- ↑ Rawson, Katherine A. (2004). "Exploring automaticity in text processing: Syntactic ambiguity as a test case". Cognitive Psychology. 49 (4): 333–369. doi:10.1016/j.cogpsych.2004.04.001. PMID 15342258. S2CID 23227587.
- ↑ Rawson, Katherine A.; Kintsch, Walter (2002). "How does background information improve memory for text content?". Memory & Cognition. 30 (5): 768–778. doi: 10.3758/bf03196432 . hdl: 11323/2814 . ISSN 0090-502X. PMID 12219893.
- ↑ "NSF Grant Supports Kent State Researchers' Plan to Help Students Improve Study Habits | Kent State University". www.kent.edu. Retrieved 2020-12-01.
- ↑ "NSF Award Search: Award#1914499 - Enhancing Durable and Efficient Student Learning in Undergraduate Gateway STEM Courses". nsf.gov. Retrieved 2020-12-01.
- ↑ Pyc, M. A.; Rawson, K. A. (2010-10-15). "Why Testing Improves Memory: Mediator Effectiveness Hypothesis". Science. 330 (6002): 335. Bibcode:2010Sci...330..335P. doi:10.1126/science.1191465. ISSN 0036-8075. PMID 20947756. S2CID 19431054.
- ↑ Rawson, Katherine A. (2015). "The Status of the Testing Effect for Complex Materials: Still a Winner". Educational Psychology Review. 27 (2): 327–331. doi:10.1007/s10648-015-9308-4. ISSN 1040-726X. S2CID 143394699.
- ↑ Dunlosky, John; Rawson, Katherine A.; Marsh, Elizabeth J.; Nathan, Mitchell J.; Willingham, Daniel T. (2013). "Improving Students' Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology". Psychological Science in the Public Interest. 14 (1): 4–58. doi:10.1177/1529100612453266. ISSN 1529-1006. PMID 26173288. S2CID 1621081.
- ↑ Pyc, Mary A.; Rawson, Katherine A. (2009). "Testing the retrieval effort hypothesis: Does greater difficulty correctly recalling information lead to higher levels of memory?". Journal of Memory and Language. 60 (4): 437–447. doi:10.1016/j.jml.2009.01.004. S2CID 73651886.
