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The Testing Effect for Learning Principles and Procedures from Texts
The Journal of educational research (Washington, D.C.)
In this study, it was explored whether a testing-effect occurs not only retention of facts but also for application of principles and procedures. For that purpose, thirty-eight high-school students either repeatedly studied a text on probability calculations (SSSS), or studied the text, took a test on the content, restudied the text, and finally took the test a second time (STST). Results show that testing not only leads to better retention of facts than restudying, but also to betterdoi:10.1080/00220671.2013.823370 fatcat:bo3a2hj5uvaflba3pmfgyv2ecm