The Testing Effect and Memory of Number Facts

Document Type


Degree Name

Master of Fine Arts (MFA)


Psychology and Special Education

Date of Award

Fall 2013


Previous research on the testing effect has provided evidence that testing enhances long-term memory (Agarwal, Karpicke, Kang, McDermott, & Roediger, 2008; McDaniel, Roediger & McDermott, 2007; Roediger & Karpicke, 2006a). Whereas much of this research has been conducted using prose passages, there are some who have studied the effectiveness of testing in more practical, classroom settings (Jensen, Kromann, & Ringsted, 2009; McDaniel et al., 2007). However, research has not yet provided evidence of the benefits of testing in long-term memory retrieval in a math domain. Two studies were conducted to assess whether the testing effect occurred in learning math facts. Experiment 1 assessed the effectiveness of testing in math fact learning, and examined math anxiety as a covariate. Experiment 2 investigated the effectiveness of two levels of retrieval practice, production and verification, in producing a testing effect. Furthermore, Experiment 2 examined participants' ability to make accurate judgments of learning (JOLs).


Lacy Krueger

Subject Categories

Psychology | Social and Behavioral Sciences