But they say that repeated testing across a multitude of testing situations, 
or rest types is a good thing for deep learning; I had the impression you said 
multiple testings only helped people memorize but did not promote deep 
learning. Perhaps the distinction here is that the testing not be of a single 
kind. I am not sure that that is what Roediger is suggesting either--testing 
of a single kind.

Annette

Quoting Louis Schmier <[EMAIL PROTECTED]>:

> Annette, I just read the article.  I don't see where they disagree with my
> position.  In fact, much of what they say supports and reinforces many of my
> positions.  It is a must read article.
> 
> Make it a good day.
> 
>  
> 
> Louis
> 
> 
>  
> 
>  
> 
>  
> 
> Louis Schmier                            www.therandomthoughts.com
> Department of History                    www.halcyon.com/arborhts/louis.html
> Valdosta State University
> Valdosta, Georgia 31698                    /\  /\  /\          /\
> (229-333-5947)                            /^\\/  \/  \  /\/\__/\ \/\
>                                          /   \/   \___\/ /  \/ /\/  /\
>                                         //\/\/ /\  \__/_/_/\_\___\_/__\
>                                      /\"If you want to climb mountains,\ /\
>                                   _ /  \ don't practice on mole hills" -\__
> 
> -----Original Message-----
> From: Annette Taylor, Ph. D. [mailto:[EMAIL PROTECTED] 
> Sent: Sunday, May 08, 2005 9:32 PM
> To: Teaching in the Psychological Sciences
> Subject: RE: Testing improves learning
> 
> Halpern & Hakel would clearly disagree with you. They are strongly
> interested 
> in deep learning. Do a quick google!
> 
> Annette
> 
> Quoting Louis Schmier <[EMAIL PROTECTED]>:
> 
> > Practice testing may improve test taking and test passing and test scores,
> > and it reinforces that what's important is that which is on the test, it
> > doesn't improve deep and sticky learning.
> > 
> > Make it a good day.
> > 
> >  
> > 
> > Louis
> > 
> > 
> >  
> > 
> >  
> > 
> >  
> > 
> > Louis Schmier                            www.therandomthoughts.com
> > Department of History
> www.halcyon.com/arborhts/louis.html
> > Valdosta State University
> > Valdosta, Georgia 31698                    /\  /\  /\          /\
> > (229-333-5947)                            /^\\/  \/  \  /\/\__/\ \/\
> >                                          /   \/   \___\/ /  \/ /\/  /\
> >                                         //\/\/ /\  \__/_/_/\_\___\_/__\
> >                                      /\"If you want to climb mountains,\
> /\
> >                                   _ /  \ don't practice on mole hills"
> -\__
> > 
> > 
> > -----Original Message-----
> > From: Michael Scoles [mailto:[EMAIL PROTECTED] 
> > Sent: Sunday, May 08, 2005 1:03 PM
> > To: Teaching in the Psychological Sciences
> > Subject: Re: Testing improves learning
> > 
> > It isn't too surprising that repeated "practice" tests improve performance
> > on the "real" test.  An obvious criticism of repeated practice tests would
> > be that they may contribute little to general knowledge about the content
> > area and more about specific knowledge of the test.  A thoughtful
> discussion
> > of this problem can be found at:
> > 
> > http://www.carnegiefoundation.org/perspectives/perspectives2004.Apr.htm
> > 
> > 
> > 
> > Michael T. Scoles, Ph.D.
> > Interim Chair, Dept. Psychology & Counseling
> > University of Central Arkansas
> > Conway, AR 72035
> > >>> [EMAIL PROTECTED] 05/08/05 11:44 AM >>>
> > 
> > I'm wondering if any of you out there have read this literature and/or
> > employed frequent and repeated testing in a class, and if so, how.  He
> > spoke of someone (I've forgotten his name) at UNM who required a class
> > to take three on-line practice exams before the real one and compared
> > the results of that class to one for whom the three practice exams were
> > offered rather than required.  (And we can be pretty sure they didn't
> > take too much advantage of that.  Call my cynical again.)  The upshot of
> > that informal (quasi) experiment was that the class for whom the
> > practice was required scored about a letter grade higher than the other.
> > 
> > 
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> > 
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> 
> 
> Annette Kujawski Taylor, Ph. D.
> Department of Psychology
> University of San Diego 
> 5998 Alcala Park
> San Diego, CA 92110
> [EMAIL PROTECTED]
> 
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Annette Kujawski Taylor, Ph. D.
Department of Psychology
University of San Diego 
5998 Alcala Park
San Diego, CA 92110
[EMAIL PROTECTED]

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