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"Critically discuss the most effective revision techniques for…

- - - - Factual questions during the initial testing phase enhanced the final test performance concerning application knowledge, whereas initial testing with application questions improved the final test performance concerning factual knowledge
      - McDaniel, Thomas, Agarwal, McDermott, and Roediger (2013) found similar transfer effects for the learning of science in middle school but with one exception: Factual questions in the initial testing phase did not improve performance in application questions in the final exam, whereas application questions yielded transfer effects on factual questions in the final exam (d = 0.34).
  - - - Transfer effects were stronger (a) for certain kinds of transfer tasks, for example, for application and inference questions (weaker or even negative transfer effects occurred for questions in which stimulus and response were rearranged compared with the initial test, or for initially presented but untested material), (b) when the initial testing involved the retrieval of broad knowledge, not of isolated concrete facts, and (c) when retrieval was successful in the initial testing phase.
- - - - Important as it aids a central aim of education: promoting the long-term retention of knowledge in order to apply it in different contexts which supports acquisition of new knowledge
- - - - E.g. Providing organisational lesson cues which aid students with the organisation of the lecture and how the information provided in them slots into this (Titsworth 2004)