Offering a monetary incentive in both test and study conditions strengthens the case that testing has a true learning advantage over motivated restudy¶

Claim · All claims
Evidence · 1 study · causal r2 · q1
Currency · newest study 2007 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? The authors argue that offering a cash bonus in both conditions rules out low motivation in the study condition as an alternative explanation of the testing advantage. → Shana K. Carpenter and Harold Pashler 2007

Evidence¶

Shana K. Carpenter and Harold Pashler 2007¶

Shana K. Carpenter and Harold Pashler. (2007). Testing beyond words: Using tests to enhance visuospatial map learning. Psychonomic Bulletin & Review, 14 (3), 474-478. https://doi.org/10.3758/bf03194092

q1 · i? · causal · r2

Authors' interpretation in the Discussion: the study is described as the first testing-effect demonstration in which both conditions carried a $10 incentive for top-third performance, since prior comparisons may have "underestimated what would be learned from additional study in real-world contexts in which learners are motivated".

"By offering a cash bonus for learning the maps in both conditions, the present study provides a stronger basis for concluding that testing is likely to offer a true learning advantage over and above the gains attributable to incentives"

Discussion¶

Related Claims¶

• Rereading Is A Low Utility Study Strategy — related
• Retrieval practice produces reliable positive effects at short delays, although some forgetting must set in so that the final test is not at ceiling — related
• Quizzing outperforms no/filler activity, fewer-question testing and restudying, with a larger advantage over no/filler activity (low reexposure) than over restudying (high reexposure); against other elaborative strategies its advantage is small and not significant. — a broader claim this one bears on