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One interpretation of such results is that tests provide feedback to the learner—clarifying to some extent what has been learned and what remains to be learned—which puts the learner in a better position to take advantage of subsequent information. The advantage of tests embedded in the training process may grow as the posttraining retention interval gets longer. In contrasting the effects of prior study and test trials, Hogan and Kintsch (1971) found that study trials were superior to test trials in terms of performance at the end of the experimental session, but that test trials were superior to study trials on a test of recall 48 hours later.

Enhancing Team Performance Many problems and issues in team performance are potentially answerable by research, but research on group structure and function, once About this PDF file: This new digital representation of the original work has been recomposed from XML files created from the original paper book, not from the original typesetting files. Page breaks are true to the original; line lengths, word breaks, heading styles, and other typesetting-specific formatting, however, cannot be retained, and some typographic errors may have been accidentally inserted.

With increasing complexity of a task, a large amount of practice may be necessary to meet criterion levels of skill, and, initially, components of the task may need to be practiced separately. The Effects of Generation The “generation effect” (Slamecka and Graf, 1978) refers to the fact that verbal information generated by subjects (learners) in response to cues presented by an experimenter is better remembered at a later time than is information presented for study. Generation effects have been demonstrated with many types of verbal materials and with a variety of initial cuing procedures.