Testing effects for self-generated versus experimenter-provided questions.

• DOI: 10.1037/xap0000487
• Publication Date: 2023-08-17T13:18:56Z
• Authors: Sarah J. Myers; Hannah Hausman; Matthew G. Rhodes
• Keywords: Male; Adult; 4. Education; 05 social sciences; 16. Peace & justice; Young Adult; Mental Recall; Humans; Learning; Female; 0501 psychology and cognitive sciences; Educational Measurement; Students

Given the finding that retrieval practice improves memory, it is frequently suggested students test themselves while studying. This study examined whether participants benefit from testing if they create and use their own questions. In Experiment 1, read passages, generated questions about then either answered as created them (the procedure used in previous studies) or after a delay. Experiments 2 3, delay (i.e., self-testing), experimenter-provided questions, reread passages before taking final administered shortly learning following 2-day The experiments found no benefits of answering one's fact, those who self-tested tended to have worse performance on assessment than other conditions. Exploratory analyses participants' often did not target material was later criterion test, which may explain why self-testing beneficial. present suggests (PsycInfo Database Record (c) 2024 APA, all rights reserved).