Publications of Allison C. Black-Maier    :chronological  alphabetical  combined listing:

%% Journal Articles   
@article{fds324525,
   Author = {Cantor, AD and Eslick, AN and Marsh, EJ and Bjork, RA and Bjork,
             EL},
   Title = {Multiple-choice tests stabilize access to marginal
             knowledge.},
   Journal = {Memory & Cognition},
   Volume = {43},
   Number = {2},
   Pages = {193-205},
   Year = {2015},
   Month = {February},
   url = {http://dx.doi.org/10.3758/s13421-014-0462-6},
   Abstract = {Marginal knowledge refers to knowledge that is stored in
             memory, but is not accessible at a given moment. For
             example, one might struggle to remember who wrote The Call
             of the Wild, even if that knowledge is stored in memory.
             Knowing how best to stabilize access to marginal knowledge
             is important, given that new learning often requires
             accessing and building on prior knowledge. While even a
             single opportunity to restudy marginal knowledge boosts its
             later accessibility (Berger, Hall, & Bahrick, 1999), in many
             situations explicit relearning opportunities are not
             available. Our question is whether multiple-choice tests
             (which by definition expose the learner to the correct
             answers) can also serve this function and, if so, how
             testing compares to restudying given that tests can be
             particularly powerful learning devices (Roediger & Karpicke,
             2006). In four experiments, we found that multiple-choice
             testing had the power to stabilize access to marginal
             knowledge, and to do so for at least up to a week.
             Importantly, such tests did not need to be paired with
             feedback, although testing was no more powerful than
             studying. Overall, the results support the idea that one's
             knowledge base is unstable, with individual pieces of
             information coming in and out of reach. The present findings
             have implications for a key educational challenge: ensuring
             that students have continuing access to information they
             have learned.},
   Doi = {10.3758/s13421-014-0462-6},
   Key = {fds324525}
}