Dahwi Ahn

Iowa State University | ISU · Department of Psychology

Full text available at https://rdcu.be/dkCHf <> Giving students test questions before they have learned the correct answers (i.e., prequestions) enhances learning. However, existing research has provided conflicting evidence on whether the benefits of prequestions are specific to the initially tested material or if they generalize to new, nontested...

COVID-19 has vastly expanded the online delivery of higher education. A key question is whether unproctored online exams can accurately assess student learning. To answer this question, we analyzed data from nearly 2,000 students across a wide variety of courses in the Spring 2020 semester, during which the same students had taken both invigilated...

Testing can potentiate new learning, which is often called the forward testing effect. One potential explanation for this benefit is that testing might enable participants to use more effective learning strategies subsequently. We investigated this possibility by asking participants to report their encoding strategies in a multi-list foreign langua...

Taking a test on previously learned material can enhance new learning. One explanation for this forward testing effect is that retrieval inoculates learners from proactive interference (PI). Although this release-from-PI account has received considerable empirical support, most extant evidence is correlational rather than causal. We tested this acc...

Performing retrieval practice of previously studied material can enhance subsequent learning of new material. This potentiating effect of interpolated testing has been extensively investigated in multi-list learning paradigms. However, extant studies in this literature have manipulated interpolated testing in a binary manner, such that participants...

The forward effect of testing occurs when testing on previously studied information facilitates subsequent learning. The present research investigated whether interim testing on initially studied materials enhances the learning of new materials in category learning and examined the metacognitive judgments of such learning. Across the 4 experiments,...