ArticleCBE life sciences education2020
Testing Effect on High-Level Cognitive Skills.
Article in CBE life sciences education, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
4 citing papers in PubMed.
- Does a virtual simulation teaching platform improve surgical training for medical undergraduate students?BMC surgery · 2025Trial
- Different Perspectives on Retest Effects in the Context of Spatial Thinking: Interplay of Behavioral Performance, Cognitive Processing, and Cognitive Workload.Journal of Intelligence · 2023Article
- Learning Introductory Biology: Students' Concept-Building Approaches Predict Transfer on Biology Exams.CBE life sciences education · 2022Article
- The retention benefits of cumulative versus non-cumulative midterms in introductory biology may depend on students' reasoning skills.PloS one · 2021Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The testing effect is one of the strongest learning techniques documented to date. Although the effects of testing on high-level learning are promising, fewer studies on this have been done. In this classroom application of the testing effect, we aimed to 1) determine whether a testing effect exists on high-level testing; 2) determine whether higher-level testing has an effect on low-level content retention; and 3) determine whether content knowledge, cognitive skill, or additional components are responsible for this effect. Through a series of two experiments, we confirmed a testing effect on high-level items. However, improved content retention due to testing was not observed. We suggest that this high-level testing effect is due to a better ability to apply specific skills to specific content when this application process has appeared on a previous exam.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.