Publications

Abstract

Is learning of a complex functional relationship enhanced by trying to predict what output will go with a given input, as compared to studying an input-output pair? We examined learning of a bilinear function and transfer to new items outside of the trained range. Subjects either saw the input-output pairs (Study-only condition) or attempted to guess the output, then saw the pair (Test/Study condition). Total study time was equated and motivation was enhanced with a monetary bonus. Performance was markedly better for the Test/Study condition, both within the trained range and in the transfer test. This benefit of testing during training was observed on a criterial test administered shortly after training. Testing has long been shown to enhance the explicit learning and retention of verbal material; our present findings reveal a novel domain for which testing can also be advantageous—i.e., function learning.