The "testing effect" refers to the finding that after an initial study opportunity, testing is more effective for long-term retention than restudying. The testing effect seems robust and is a finding from the field of cognitive science that has important implications for education. However, it is unclear whether this effect also applies to the acquisition of problem-solving skills, which is important to establish given the key role problem solving plays in, for instance, math and science education. Worked examples are an effective and efficient way of acquiring problem-solving skills. Forty students either only studied worked examples (SSSS) or engaged in testing after studying an example by solving an isomorphic problem (STST). Surprisingly, results showed equal performance in both conditions on an immediate retention test after 5min, but the SSSS condition outperformed the STST condition on a delayed retention test after 1week. These findings suggest the testing effect might not apply to acquiring problem-solving skills from worked examples.

Additional Metadata
Keywords Problem solving, Testing effect, Worked examples
Persistent URL dx.doi.org/10.1111/cogs.12002, hdl.handle.net/1765/67297
Journal Cognitive Science: a multidisciplinary journal
Citation
van Gog, T.A.J.M, & Kester, L. (2012). A test of the testing effect: Acquiring problem-solving skills from worked examples. Cognitive Science: a multidisciplinary journal, 36(8), 1532–1541. doi:10.1111/cogs.12002