Retrieval practice benefits learners regardless of trait anxiety level, but higher trait or induced anxiety is associated with smaller testing effects¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2–r3 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The chapter reports, citing Tse and Pu (2012) and Mok and Chan (2016), benefits regardless of anxiety scores, but smaller testing effects for higher trait anxiety. → Karpicke 2017 q2 i? The chapter reports, citing Hinze and Rapp (2014), that inducing performance anxiety reduced the size of the testing effect. → Karpicke 2017 (2)

Evidence¶

Karpicke 2017¶

Karpicke, J. D. (2017). Retrieval-Based Learning: A Decade of Progress. Learning and Memory: A Comprehensive Reference, 2nd edition, Volume 2. https://doi.org/10.1016/B978-0-12-809324-5.21055-9

q2 · i? · review · r3

The chapter reports two studies measuring trait anxiety with a standardized tool: both found benefits for low and high scorers, but "people who scored higher on the trait anxiety assessment tended to show smaller testing effects".

"Both studies found bene fits of retrieval practice regardless of whether people scored lower or higher on the anxiety assessment. However, people who scored higher on the trait anxiety assessment tended to show smaller testing effects."

Karpicke 2017 (2)¶

Karpicke, J. D. (2017). Retrieval-Based Learning: A Decade of Progress. Learning and Memory: A Comprehensive Reference, 2nd edition, Volume 2. https://doi.org/10.1016/B978-0-12-809324-5.21055-9

q2 · i? · review · r2

The chapter reports Hinze and Rapp (2014), who "found that inducing test anxiety reduced the size of the testing effect".

"In related work, Hinze and Rapp (2014) induced performance anxiety (Beilock et al., 2004 ) within a testing effect experiment and found that inducing test anxiety reduced the size of the testing effect."

Discussion¶

Learner Variables¶

• Affect Regulation — moderator: an instructional effect differs with it
• Academic Anxiety — moderator: an instructional effect differs with it
• Long-Term Memory — outcome: instruction changes it

Related Claims¶

• Math anxiety has a small-to-moderate negative correlation with math achievement (r = −.28) in a meta-analysis of correlations from 223 studies — the general claim this finding bears on, with the studies behind it

• Test anxiety is negatively associated with exam performance, and no moderation by proctoring was detected — the general claim this finding bears on, with the studies behind it

• Test-enhanced learning generalizes across education levels, from elementary school (g = 0.328) through university/college (g = 0.486). — the general claim this finding bears on, with the studies behind it

• Studies disagree on whether low or high working memory learners benefit more from retrieval practice, and several find no relationship — related
• Oral assessments can induce more anxiety than written ones, yet many students still prefer them — related
• AI simulation induced higher state anxiety than standardized patient simulation in one RCT, while qualitative studies reported reduced anxiety — related
• Anxiety is a multifaceted construct with several differentiated types — related
• Survey data cited by the author indicate frequent retrieval practice reduced test anxiety for nearly 75% of students — related
• Retrieval-based learning research emphasizes both direct and indirect effects of retrieval on learning — related