Costs and benefits of dropout schedules of test–restudy practice: Implications for student learning
Article first published online: 23 NOV 2009
Copyright © 2009 John Wiley & Sons, Ltd.
Applied Cognitive Psychology
Volume 25, Issue 1, pages 87–95, January/February 2011
How to Cite
Pyc, M. A. and Rawson, K. A. (2011), Costs and benefits of dropout schedules of test–restudy practice: Implications for student learning. Appl. Cognit. Psychol., 25: 87–95. doi: 10.1002/acp.1646
- Issue published online: 23 NOV 2009
- Article first published online: 23 NOV 2009
- Institute of Education Sciences, U.S. Department of Education. Grant Numbers: #R305H050038, R305A080316
Almost all previous studies examining the benefits of testing for promoting student learning have used fixed schedules of practice. However, students more often report utilizing a dropout schedule of practice, in which items are dropped from practice once they are known. Two experiments investigated the costs and benefits of utilizing a dropout schedule of test–restudy practice. Participants learned Swahili–English paired associates using a dropout schedule or a fixed schedule. In the dropout schedule, items received test–restudy practice until each item was correctly recalled once. In the fixed schedule, all items received three tests–restudy practice trials regardless of whether they were correctly recalled, as in previous research. Experiment 2 also included a second learning session. In both experiments, a final cued recall test was administered several days later. Results indicated that the benefits of the dropout schedule (fewer practice trials used overall and all items correctly recalled once during practice) need to be considered in light of the costs (lower levels of final test performance). Copyright © 2009 John Wiley & Sons, Ltd.