Naturalistic studies show that children can create language-like communication systems in the absence of conventional language. However, experimental evidence is mixed. We address this discrepancy using an experimental paradigm that simulates naturalistic sign creation. Specifically, we tested if a sample of 6- to 12-year-old children (52 girls…

The purpose of the study reported here was to observe the effects of examination practices on the extent to which university students procrastinate. These examination practices were: (1) limiting the number of resits, (2) compensatory rather than conjunctive decision-making about student progress, and (3) restricting the time available for…

The present study investigated the use of multiple digital media technologies, including social networking platforms, by students while preparing for an examination (media multitasking) and the subsequent effects on exam performance. The level of media multitasking (number of simultaneous media technologies) and duration of study were used as…

This article aims to understand how new accountability instruments in the context of the French-speaking Belgian educational system are appropriated by schools. After having characterised the specific nature of those instruments in the context of a traditionally highly decentralised system involved in a significant process of centralisation, we…

With increasing interest in the assessment of learning outcomes in higher education, stakeholders are demanding concrete evidence of student learning. This applies no less to information literacy outcomes, which have been adopted by many colleges and universities around the world. This article describes the experience of a university library in…

Though the testing-effect can be boosted by including a restudy phase after answering test questions, we do not know precisely why it does so. One possible explanation is being tested here. The present study measured attention allocation during initial reading and rereading with a remote eye tracker to gain information on the cognitive processes…

Four experiments investigated whether the testing effect also applies to the acquisition of problem-solving skills from worked examples. Experiment 1 (n?=?120) showed no beneficial effects of testing consisting of "isomorphic" problem solving or "example recall" on final test performance, which consisted of isomorphic problem…

Research on task repetition in second language (L2) learning has shown the benefits of this practice for subsequent L2 learning. However, as with much L2 research, most studies on task repetition have focused on adults and there is a dearth of research in this area involving young children. This study examines the effect of task repetition on two…

In this study, we examined how much change in "TOEFL® Primary™" listening and reading scores can be expected in relation to the time interval between test administrations. The test records of 5213 young learners of English (aged 8-13 years) in Japan and Turkey who repeated the tests were analyzed to examine test scores as a function of…

Background: Assessment of intelligence and executive function (EF) is common in complex neuropsychiatric practice. Although previous studies have shown that EF and intelligence are related, it is unknown whether these constructs relate to one another in a similar manner across different ability groups (mild intellectual disability, borderline…

Nowadays pedagogical testing technology has become the basic tool for diagnosis and assessment of the level of students' mastery of learning material. Primarily they allow testing the acquired knowledge and skills in their use as a technology of the definite types of problems solution. Thus, the level of logical reasoning development plays a…

Testing has been shown to enhance retention of learned information beyond simple studying, a phenomena known as test-enhanced learning (TEL). Research has shown that TEL effects are greater for tests that require the production of responses [e.g., short-answer questions (SAQs)] relative to tests that require the recognition of correct answers…

The present study investigated the longitudinal effects of early exposure to L2-English on L1-Turkish language competence, narrative skills and executive functioning. We asked whether early immersion-like exposure to L2, starting around 3 years of age, would have reflections on L1 competence, L1 narrative skills and gains in cognitive flexibility.…

Common concerns for many instructors of introductory college courses are that their students do not prepare for or attend class, are minimally engaged, and exhibit poor reading comprehension and writing skills. How can instructors respond to these challenges? Research finds that frequent testing improves the learning outcomes of students. Can it…

Four hundred fifteen undergraduate students in an Introduction to Psychology course voluntarily reported their use of flashcards on three exams as well as answered other questions dealing with flashcard use (e.g., when did a student first use flashcards). Almost 70% of the class used flashcards to study for one or more exams. Students who used…