The Effect Of Test And Feedback Types On Category Learning And Metacognitive Monitoring

Research has found that testing is an effective memory strategy.Researchers have also investigated whether testing on studied information can enhance memory performance,a phenomenon referred to as testing effect.(Abel & Roediger,2017;Cho et al.,2017).Testing has been shown to improve memory for paired associates(Rohrer et al.,2010;R.C.Thomas & McDaniel,2013)and recall of information from prose passages(E.L.Bjork & Storm,2011;Hausman & Rhodes,2018).However,students were unaware of the benefits of testing,as evidenced by their can not predicting that testing of vocabulary words would enhance their later recall performance more than did repeated study(Barenberg & Dutke,2018).Research has also found that the beneficial effects of testing even occur when no feedback is provided.However,the feedback will reduce the accuracy of metacognitive monitoring(Kornell & Rhodes,2013).However all of the existing research on the testing effect that focus on how well learners can recall texts and words,and the test items are same as learning items.In other words,such memory tests require learners to simply remember specific instances However,in an educational context,what is important to learn often goes beyond specific items.Students must not only learn specific instances but also general characteristics of impressionism that should be abstracted from the examples.This is category learning.Judging from the characteristics of category learning,the test of category learning consists of two cases: testing the new sample and testing the old sample.Moreover,due to the higher difficulty of category learning,feedback seems to be more important,and it may also help the subjects to distinguish the old example from the new example.Therefore,this study wants to explore whether testing can also promote category learning performance,and whether learners can realize the role of testing,In other words whether there is also testing effect in the cognitive process and metacognitive process of category learning.How do the old and new test samples and the different types of feedback affect classification scores and metacognitive monitoring.This study conducted three experiments.Experiment 1 aims to explore whether there are test effects in the cognitive process and metacognitive process of category learning.Training type is the within-subject variable,it has two levels : restudy and test.The experiment 2 is also use a within-subject design,which aims to explore whether the new and old samples presented in the test would affect the final classification score and metacognitive monitoring.The test sample type is the independent variable,it has been segmented into two levels of new sample and old sample.Experiment 3 aims to investigate how different types of feedback affect metacognitive monitoring and classification performance.Experiment 3 used a 2(Training tpe: restudy,test)×2(Feedback type: simple feedback enriches feedback)mixed factorial design.The feedback type is between-subject variable,and the test sample type is within-subject variable.Based on the results of this research,the following ultimateness can be drawn:(1)There is also a test effect in category learning,but people can not realize the benefits of testing.(2)The type of test sample can affect the classification performance and the metacognitive monitoring.New sample of test is more helpful to improve the classification performance,but the metacognitive monitoring is not sensitive to it(3)Adding different types of feedback after the test can affect the classification results and the metacognitive monitoring.Giving rich feedback after test can help to improve the classification results,and metacognitive monitoring is sensitive to the role of rich feedback.