Learning_Principles__Negative_Suggestion_Effects

Learning Principles: Negative Suggestion Effects The learning principle we will explore discusses the negative effects tests may have. Tests similar to your standard multiple choices or true-false, have indicated that incorrect answers are maintained and thought to be correct by their suggestive incorrect alternatives. This principle is identified as the Negative Suggestion Effect. While some agree with the accusation of this particular principle, others feel the effects are so minuscule and considered unimportant. In one article I found, researchers conducted a study that supported the implication that the negative effects of these kinds of tests are very minor and can be corrected by allowing students to self correct their tests. This particular experiment tested effects of multiple choice and true-false tests amongst seventh graders studying social studies and ninth graders studying social science. Researchers of this study wanted to not only test the negative suggestions effects, but also the positive suggestions effects. In addition they wanted to answer the question of whether these effects are considered permanent and how they can reverse such effects. Each grade was divided amongst three groups. Two of which were the experimental groups, while one was the control group. The experiment went as followed. On the first day, all three groups in both seventh and ninth grade took a multiple choice test that consisted of either social science or social studies content depending on which grade they were in. After one day, one experimental group in seventh grade and one experimental group from ninth grade took a true-false test that consisted of the same exact content as the first multiple choice test. Next, two weeks later, the other experimental group took the very same true-false tests. Lastly, all the groups took the same multiple choice test they had taken on the first day. In this study, there were a total of six independent variables and six dependant variables. The independent variables were as followed, the seventh grade control group (those who took no true false tests), the seventh grade experimental group 1 (those who took the true-false test after one day), seventh grade experimental group 2 (those who took the true-false test two weeks later). This group arrangement was the same for the ninth grade students. As for the dependant variables, these made up six different measurements; the results from the true false test after one day per grade, the true false test after two weeks per grade, and the second multiple choice tests per grade. The first multiple test would not be considered a dependant variable in this particular study because it did not answer any of the researchers questions. As for the results of the experiment, researchers found that in the ninth grade groups that very little changes were made and those that were made had positive effects amongst each testing. The same result was found in the seventh grade groups. This suggests that the experimenters’ hypothesis was true in that the negative suggestion effects of true-false tests are trivial and as we have seen in this experiment, can sometimes have small positive effects. Therefore, this study refutes the claim that frequent testing using multiple choice tests and or true false tests can result in learning the wrong information. Although, this study has shown that regular testing can have positive suggestion effects, it is important for students to know that there is still the chance of the negative suggestion effects. By allowing students to receive their test back and make their own corrections, I feel this would reverse any chance of learning incorrect information. This approach was also recommended in the article. Another more specific example would be to not only have teachers test frequently, but to also allow them to retest until all answers covered in previous test are correct. With this approach, it would be hopeful that students would leave the class with no misconception or wrong information. References Sproule, Chester E. “Suggestion Effects of the True-False Test.” Journal of Educational Psychology, Vol. 25 Issue 4, 1934, pp. 281-285.