When Does Practice Testing Promote Transfer on Deductive Reasoning Tasks?

Published

Journal Article

© 2018 Society for Applied Research in Memory and Cognition Tran et al. (2015) evaluated whether engaging in practice testing versus restudy promotes transfer and concluded that testing does not enhance performance on a deductive reasoning task. The current research further evaluated Tran et al. (2015) and an alternative explanation for the observed effect—namely, that testing did not enhance memory for the information required to complete the deductive reasoning task. Learners studied premises from four scenarios and engaged in testing or restudy during practice. Following practice, learners completed a multiple-choice test that required them to deductively reason from premises. Results replicate Tran et al. (2015) by demonstrating that fill-in-the-blank testing does not promote transfer on a deductive reasoning task. Results also provide evidence suggesting that deductive reasoning depends on complete memory for requisite pieces of information and that testing effects on deductive reasoning are more likely to obtain under conditions that yield a memory advantage for testing versus restudy.

Full Text

Cited Authors

  • Wissman, KT; Zamary, A; Rawson, KA

Published Date

  • September 1, 2018

Published In

Volume / Issue

  • 7 / 3

Start / End Page

  • 398 - 411

International Standard Serial Number (ISSN)

  • 2211-3681

Digital Object Identifier (DOI)

  • 10.1016/j.jarmac.2018.03.002

Citation Source

  • Scopus