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Test-enhanced learning and the effects of individual differences in cognition and personality
Umeå University, Faculty of Social Sciences, Department of Psychology.
2016 (English)Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
Abstract [en]

Test-enhanced learning refers to the well-established finding that repeated testing of a material will result in better recall of the material than repeated study will do, i.e. the testing effect. However, an under-researched aspect is how the effect of test-enhanced learning may vary due to individual differences in cognitive abilities and personality characteristics. The overarching purpose of this thesis is two-folded. First to evaluate the effects of test-enhanced learning. Second to investigate the relationship between working memory capacity, Need for Cognition, Grit, and test-enhanced learning. The within-subjects intervention consisted of 60 Swedish-Swahili word pairs. Subjects repeatedly studied 30 items and were repeatedly tested on 30 items. The effect of the intervention was measured immediately after training, 1 week later and 4 weeks later. The results showed that test-enhanced learning led to improved learning compared to restudy at all retention tests, replicating the testing effect. No association was found between either repeated testing or repeated study and WMC, NFC, or Grit.  

Place, publisher, year, edition, pages
2016. , 16 p.
Keyword [en]
test-enhanced learning, the testing effect
National Category
Psychology (excluding Applied Psychology)
URN: urn:nbn:se:umu:diva-123282OAI: diva2:944509
External cooperation
Subject / course
Masteruppsats i kognitionsvetenskap
Educational program
Master's Programme in Cognitive Science
Available from: 2016-06-30 Created: 2016-06-29 Last updated: 2016-09-01Bibliographically approved

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Bertilsson, Frida
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