Pub Date : 2009-09-16DOI: 10.1080/09541440802547567
A. Oker, R. Versace, L. Ortiz
The aim of the present study was to show that the probability of an item being retrieved is proportional to its spatial distinctiveness, and that this distinctiveness effect can be obtained in an implicit memory task. The participants were presented with two phases in which they had to categorise pictures of objects as either “kitchen utensils” or “do-it-yourself tools”. In our encoding phase, the pictures were successively presented in different positions on the screen. The positions were arranged in one of two different configurations: a “distinctive condition” in which the pictures were placed in two circles, one central and one peripheral, such that the distance between the pictures was greater when they were in a peripheral position than in a central position, and a “nondistinctive” condition, in which the distance between the pictures was constant irrespective of their central or peripheral position. In the test phase, the same pictures were presented for categorisation, mixed with new pictures at the centre of the screen. The results clearly confirmed our expectations.
{"title":"Spatial distinctiveness effect in categorisation","authors":"A. Oker, R. Versace, L. Ortiz","doi":"10.1080/09541440802547567","DOIUrl":"https://doi.org/10.1080/09541440802547567","url":null,"abstract":"The aim of the present study was to show that the probability of an item being retrieved is proportional to its spatial distinctiveness, and that this distinctiveness effect can be obtained in an implicit memory task. The participants were presented with two phases in which they had to categorise pictures of objects as either “kitchen utensils” or “do-it-yourself tools”. In our encoding phase, the pictures were successively presented in different positions on the screen. The positions were arranged in one of two different configurations: a “distinctive condition” in which the pictures were placed in two circles, one central and one peripheral, such that the distance between the pictures was greater when they were in a peripheral position than in a central position, and a “nondistinctive” condition, in which the distance between the pictures was constant irrespective of their central or peripheral position. In the test phase, the same pictures were presented for categorisation, mixed with new pictures at the centre of the screen. The results clearly confirmed our expectations.","PeriodicalId":88321,"journal":{"name":"The European journal of cognitive psychology","volume":"41 1","pages":"971 - 979"},"PeriodicalIF":0.0,"publicationDate":"2009-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80874008","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-09-16DOI: 10.1080/09541440802425954
D. Rohrer
The spacing of a fixed amount of study time across multiple sessions usually increases subsequent test performance—a finding known as the spacing effect. In the spacing experiment reported here, subjects completed multiple learning trials, and each included a study phase and a test. Once a subject achieved a perfect test, the remaining learning trials within that session comprised what is known as overlearning. The number of these overlearning trials was reduced when learning trials were spaced across multiple sessions rather than massed in a single session. In addition, the degree to which spacing reduced overlearning predicted the size of the spacing effect, which is consistent with the possibility that spacing increases subsequent recall by reducing the occurrence of overlearning. By this account, overlearning is an inefficient use of study time, and the efficacy of spacing depends at least partly on the degree to which it reduces the occurrence of overlearning.
{"title":"Avoidance of overlearning characterises the spacing effect","authors":"D. Rohrer","doi":"10.1080/09541440802425954","DOIUrl":"https://doi.org/10.1080/09541440802425954","url":null,"abstract":"The spacing of a fixed amount of study time across multiple sessions usually increases subsequent test performance—a finding known as the spacing effect. In the spacing experiment reported here, subjects completed multiple learning trials, and each included a study phase and a test. Once a subject achieved a perfect test, the remaining learning trials within that session comprised what is known as overlearning. The number of these overlearning trials was reduced when learning trials were spaced across multiple sessions rather than massed in a single session. In addition, the degree to which spacing reduced overlearning predicted the size of the spacing effect, which is consistent with the possibility that spacing increases subsequent recall by reducing the occurrence of overlearning. By this account, overlearning is an inefficient use of study time, and the efficacy of spacing depends at least partly on the degree to which it reduces the occurrence of overlearning.","PeriodicalId":88321,"journal":{"name":"The European journal of cognitive psychology","volume":"5 1","pages":"1001 - 1012"},"PeriodicalIF":0.0,"publicationDate":"2009-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77070177","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-09-16DOI: 10.1080/09541440802591821
S. Brédart, C. Barsics, Rick Hanley
Previous research that investigated whether biographical information about familiar people is harder to retrieve from voices than from faces produced contrasting results. However, studies that used a strict control of the content of spoken extracts reported that semantic information about familiar people is easier to retrieve when recognising a face than when recognising a voice. In all previous studies faces and voices of famous people were used as stimuli. In the present study, personally familiar people's voices and faces (standard faces and blurred faces) were used. Presenting such people (i.e., participants’ teachers) allowed controlling still more strictly the content of the spoken extracts since it was possible to ask all the target persons to speak the same words. In addition, it was previously stressed that we encounter famous people's faces in the media more frequently than we hear their voice. This methodological difficulty was presumably reduced when teachers’ faces were presented. Present results showed a significant decrease in retrieval of biographical information from familiar voices relative to blurred faces even though the level of overall recognition was similar for blurred faces and voices. The role of the relative distinctiveness of voices and faces is discussed and further investigation is proposed.
{"title":"Recalling semantic information about personally known faces and voices","authors":"S. Brédart, C. Barsics, Rick Hanley","doi":"10.1080/09541440802591821","DOIUrl":"https://doi.org/10.1080/09541440802591821","url":null,"abstract":"Previous research that investigated whether biographical information about familiar people is harder to retrieve from voices than from faces produced contrasting results. However, studies that used a strict control of the content of spoken extracts reported that semantic information about familiar people is easier to retrieve when recognising a face than when recognising a voice. In all previous studies faces and voices of famous people were used as stimuli. In the present study, personally familiar people's voices and faces (standard faces and blurred faces) were used. Presenting such people (i.e., participants’ teachers) allowed controlling still more strictly the content of the spoken extracts since it was possible to ask all the target persons to speak the same words. In addition, it was previously stressed that we encounter famous people's faces in the media more frequently than we hear their voice. This methodological difficulty was presumably reduced when teachers’ faces were presented. Present results showed a significant decrease in retrieval of biographical information from familiar voices relative to blurred faces even though the level of overall recognition was similar for blurred faces and voices. The role of the relative distinctiveness of voices and faces is discussed and further investigation is proposed.","PeriodicalId":88321,"journal":{"name":"The European journal of cognitive psychology","volume":"23 1","pages":"1013 - 1021"},"PeriodicalIF":0.0,"publicationDate":"2009-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75217325","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-09-16DOI: 10.1080/09541440802469523
M. Gimenes, F. Rigalleau, D. Gaonac'h
Double centre-embedded structures such as “the rat the cat the boy chased ate was brown” seem ungrammatical to many human subjects. Using an offline complexity judgement task, Gibson and Thomas (1999) demonstrated that people found such sentences no more difficult to understand when the second verb phrase (VP) was omitted, relative to a condition where all the required VPs were present. According to the Syntactic Prediction Locality Theory (SPLT; Gibson, 1998), this syntactic illusion is determined by the high working memory cost associated with the integration of the second VP. This cost could be reduced by replacing the third noun phrase (the boy) by a pronoun, making the reader more sensitive to the omission of the second VP. This hypothesis was tested in two experiments using French sentences. Both experiments confirmed the syntactic illusion when the second VP was not a pronoun. The second experiment measured the reading times of the VPs and showed that the pronoun induced a longer reading time of the final VP when the second VP was omitted. The overall results indicate a condition under which human subjects could process the most complex part of a sentence with more than one embedded relative clause. The overall results are consistent with most of the hypotheses derived from the SPLT although offline complexity judgements could not be the most sensitive measure to test some of these hypotheses.
{"title":"The effect of noun phrase type on working memory saturation during sentence comprehension","authors":"M. Gimenes, F. Rigalleau, D. Gaonac'h","doi":"10.1080/09541440802469523","DOIUrl":"https://doi.org/10.1080/09541440802469523","url":null,"abstract":"Double centre-embedded structures such as “the rat the cat the boy chased ate was brown” seem ungrammatical to many human subjects. Using an offline complexity judgement task, Gibson and Thomas (1999) demonstrated that people found such sentences no more difficult to understand when the second verb phrase (VP) was omitted, relative to a condition where all the required VPs were present. According to the Syntactic Prediction Locality Theory (SPLT; Gibson, 1998), this syntactic illusion is determined by the high working memory cost associated with the integration of the second VP. This cost could be reduced by replacing the third noun phrase (the boy) by a pronoun, making the reader more sensitive to the omission of the second VP. This hypothesis was tested in two experiments using French sentences. Both experiments confirmed the syntactic illusion when the second VP was not a pronoun. The second experiment measured the reading times of the VPs and showed that the pronoun induced a longer reading time of the final VP when the second VP was omitted. The overall results indicate a condition under which human subjects could process the most complex part of a sentence with more than one embedded relative clause. The overall results are consistent with most of the hypotheses derived from the SPLT although offline complexity judgements could not be the most sensitive measure to test some of these hypotheses.","PeriodicalId":88321,"journal":{"name":"The European journal of cognitive psychology","volume":"49 1","pages":"1000 - 980"},"PeriodicalIF":0.0,"publicationDate":"2009-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90815742","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-09-16DOI: 10.1080/09541440802539515
Lauren M. Knott, S. Dewhurst
Two experiments investigated the effects of divided attention at test after manipulating levels of processing at study. In Experiment 1 items were studied either intact or as anagrams. In Experiment 2 items were studied with either full or divided attention (DA). In both experiments participants carried out a recognition test with either full or divided attention. Analysis of remember and know responses revealed that DA at test had no effect on remember responses to anagrams or to items studied with full attention. In contrast, Know responses decreased with DA at test, and this occurred for items studied in both deep and shallow encoding conditions. The present study confirms recent findings (Knott & Dewhurst, 2007a) that knowing can rely on more controlled retrieval processes, whereas remembering can rely on more automatic retrieval processes. Differences in the controlled processes associated with recollection and familiarity and remember and know responses are discussed.
{"title":"Investigating the attentional demands of recognition memory: Manipulating depth of encoding at study and level of attention at test","authors":"Lauren M. Knott, S. Dewhurst","doi":"10.1080/09541440802539515","DOIUrl":"https://doi.org/10.1080/09541440802539515","url":null,"abstract":"Two experiments investigated the effects of divided attention at test after manipulating levels of processing at study. In Experiment 1 items were studied either intact or as anagrams. In Experiment 2 items were studied with either full or divided attention (DA). In both experiments participants carried out a recognition test with either full or divided attention. Analysis of remember and know responses revealed that DA at test had no effect on remember responses to anagrams or to items studied with full attention. In contrast, Know responses decreased with DA at test, and this occurred for items studied in both deep and shallow encoding conditions. The present study confirms recent findings (Knott & Dewhurst, 2007a) that knowing can rely on more controlled retrieval processes, whereas remembering can rely on more automatic retrieval processes. Differences in the controlled processes associated with recollection and familiarity and remember and know responses are discussed.","PeriodicalId":88321,"journal":{"name":"The European journal of cognitive psychology","volume":"47 1","pages":"1045 - 1071"},"PeriodicalIF":0.0,"publicationDate":"2009-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82699803","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-09-16DOI: 10.1080/09541440802469499
A. Setti, N. Caramelli, A. Borghi
Two experiments provide evidence that information about the real-life size of objects is elicited by nouns. A priming paradigm was used with a category membership verification task. The results showed that targets were responded to faster when preceded by a same-size prime, and that large entities were processed faster than small ones. Overall, our results significantly extend previous work on perceptual information elicited by concepts (e.g., Zwaan & Yaxley, 2004) and, in particular, on size information (e.g., Rubinstein & Henik, 2002) by means of a size-unrelated paradigm.
{"title":"Conceptual information about size of objects in nouns","authors":"A. Setti, N. Caramelli, A. Borghi","doi":"10.1080/09541440802469499","DOIUrl":"https://doi.org/10.1080/09541440802469499","url":null,"abstract":"Two experiments provide evidence that information about the real-life size of objects is elicited by nouns. A priming paradigm was used with a category membership verification task. The results showed that targets were responded to faster when preceded by a same-size prime, and that large entities were processed faster than small ones. Overall, our results significantly extend previous work on perceptual information elicited by concepts (e.g., Zwaan & Yaxley, 2004) and, in particular, on size information (e.g., Rubinstein & Henik, 2002) by means of a size-unrelated paradigm.","PeriodicalId":88321,"journal":{"name":"The European journal of cognitive psychology","volume":"11 1","pages":"1022 - 1044"},"PeriodicalIF":0.0,"publicationDate":"2009-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80784510","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-09-16DOI: 10.1080/09541440802485339
E. Pothos, U. Hahn, M. Prat-Sala
Rips’ (1989) results with the transformational paradigm have often been cited as supporting accounts of categorisation not based on similarity, such as involving necessary or sufficient features (or a belief in such features), which guarantee a categorisation outcome once their presence has been established. We discuss a similarity account of the transformational paradigm based on similarity chains, which predicts that when the transformation is more gradual the identity of the transformed object is less likely to change. Conversely, we suggest that an essentialist approach to categorisation predicts that essences are more likely to change in gradual transformations, across generations, as is the case with evolutionary change of species. In two experiments we examined the scope of the similarity versus the essentialist account in the transformational paradigm. With space aliens, the similarity account was superior to the essentialist one, but the converse was true with earth creatures. We suggest that an essentialist mode of categorisation is more likely than a similarity one for stimuli that are in better correspondence with our naïve understanding of the world.
{"title":"Similarity chains in the transformational paradigm","authors":"E. Pothos, U. Hahn, M. Prat-Sala","doi":"10.1080/09541440802485339","DOIUrl":"https://doi.org/10.1080/09541440802485339","url":null,"abstract":"Rips’ (1989) results with the transformational paradigm have often been cited as supporting accounts of categorisation not based on similarity, such as involving necessary or sufficient features (or a belief in such features), which guarantee a categorisation outcome once their presence has been established. We discuss a similarity account of the transformational paradigm based on similarity chains, which predicts that when the transformation is more gradual the identity of the transformed object is less likely to change. Conversely, we suggest that an essentialist approach to categorisation predicts that essences are more likely to change in gradual transformations, across generations, as is the case with evolutionary change of species. In two experiments we examined the scope of the similarity versus the essentialist account in the transformational paradigm. With space aliens, the similarity account was superior to the essentialist one, but the converse was true with earth creatures. We suggest that an essentialist mode of categorisation is more likely than a similarity one for stimuli that are in better correspondence with our naïve understanding of the world.","PeriodicalId":88321,"journal":{"name":"The European journal of cognitive psychology","volume":"15 3 1","pages":"1100 - 1120"},"PeriodicalIF":0.0,"publicationDate":"2009-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76237968","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-09-01DOI: 10.1080/09541440802333042
Robert S Stawski, Martin J Sliwinski, Joshua M Smyth
Although stressors are believed to impair memory, experimental studies with humans have provided inconsistent support for this conclusion. The current study was designed to examine the effect of an acute psychosocial stressor, and subsequent reactivity, on episodic memory. One hundred participants completed a list-recall task before and after random assignment into a stressor or nonstressor condition. Participants assigned to the stressor condition exhibited both impaired delayed and immediate recall, and also exhibited increasesin the commission of intrusions and perseverations. The experience of off-task thoughts and intentional suppression of such thoughts, were associated with greater impairment of immediate recall. Changes in state anxiety, negative mood, and heart rate were unrelated to changes in memory. These data indicate that exposure to a stressor impaired the recall of previously learned information, and compromised the recall of newly acquired information. Furthermore, cognitive interference is an important factor regarding stress-related impairments of episodic memory. memory.
{"title":"The effects of an acute psychosocial stressor on episodic memory.","authors":"Robert S Stawski, Martin J Sliwinski, Joshua M Smyth","doi":"10.1080/09541440802333042","DOIUrl":"https://doi.org/10.1080/09541440802333042","url":null,"abstract":"<p><p>Although stressors are believed to impair memory, experimental studies with humans have provided inconsistent support for this conclusion. The current study was designed to examine the effect of an acute psychosocial stressor, and subsequent reactivity, on episodic memory. One hundred participants completed a list-recall task before and after random assignment into a stressor or nonstressor condition. Participants assigned to the stressor condition exhibited both impaired delayed and immediate recall, and also exhibited increasesin the commission of intrusions and perseverations. The experience of off-task thoughts and intentional suppression of such thoughts, were associated with greater impairment of immediate recall. Changes in state anxiety, negative mood, and heart rate were unrelated to changes in memory. These data indicate that exposure to a stressor impaired the recall of previously learned information, and compromised the recall of newly acquired information. Furthermore, cognitive interference is an important factor regarding stress-related impairments of episodic memory. memory.</p>","PeriodicalId":88321,"journal":{"name":"The European journal of cognitive psychology","volume":"21 6","pages":"897-918"},"PeriodicalIF":0.0,"publicationDate":"2009-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09541440802333042","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"28456004","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-08-10DOI: 10.1080/09541440802366919
Samantha F. McCormick, K. Rastle, Matthew H. Davis
This paper reports three masked priming experiments examining morphological priming with nonword primes, using targets that were incompletely represented in the primes due to a missing “e” at the morpheme boundary (e.g., adorage-adore). Primes were constructed with a vowel-initial suffix (e.g., adorage) in the first experiment and with a consonant-initial suffix (e.g., adorly) in the second experiment. Priming was observed in both experiments relative to an orthographic control condition. Experiment 3 was a control experiment designed to show that targets in the morphological and orthographic form conditions of the first two experiments were equally susceptible to priming. Overall, our findings provide support for a form of morphemic decomposition that is based on the mere appearance of morphological complexity (e.g., Rastle, Davis, & New, 2004), and demonstrate that this form of morphemic decomposition is robust to regular orthographic alterations that occur in morphologically complex words.
{"title":"Adore-able not adorable? Orthographic underspecification studied with masked repetition priming","authors":"Samantha F. McCormick, K. Rastle, Matthew H. Davis","doi":"10.1080/09541440802366919","DOIUrl":"https://doi.org/10.1080/09541440802366919","url":null,"abstract":"This paper reports three masked priming experiments examining morphological priming with nonword primes, using targets that were incompletely represented in the primes due to a missing “e” at the morpheme boundary (e.g., adorage-adore). Primes were constructed with a vowel-initial suffix (e.g., adorage) in the first experiment and with a consonant-initial suffix (e.g., adorly) in the second experiment. Priming was observed in both experiments relative to an orthographic control condition. Experiment 3 was a control experiment designed to show that targets in the morphological and orthographic form conditions of the first two experiments were equally susceptible to priming. Overall, our findings provide support for a form of morphemic decomposition that is based on the mere appearance of morphological complexity (e.g., Rastle, Davis, & New, 2004), and demonstrate that this form of morphemic decomposition is robust to regular orthographic alterations that occur in morphologically complex words.","PeriodicalId":88321,"journal":{"name":"The European journal of cognitive psychology","volume":"35 1","pages":"813 - 836"},"PeriodicalIF":0.0,"publicationDate":"2009-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85148048","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2009-08-10DOI: 10.1080/09541440802413505
J. Cranney, Mi-ri Ahn, Rachel D McKinnon, Sue Morris, K. Watts
Two studies were conducted to investigate aspects of the test effect in a tertiary education setting. During weekly tutorial sessions first year psychology students watched a psychobiology video (Phase 1), followed by different video-related activities (Phase 2). In the tutorial 1 week later, students took an unexpected test (Phase 3). In Phase 2 of Study 1, students completed a quiz in small groups (group quiz) or individually (individual quiz), highlighted the video transcript (re-study), or did nothing further (no-activity). Group quiz performance was superior to individual quiz in both Phase 2 and Phase 3. In Phase 3 individual quiz students performed better than no-activity students, but not better than restudy students. In exploring the individual testing effect further, Phase 2 of Study 2 included quiz (individual), restudy, and no-activity conditions. Quiz participants were presented with one (target) of two sets of questions, whereas restudy participants were presented with equivalent statements. During Phase 3, all participants answered both sets of questions (target and related). Quiz performance was superior to restudy and no-activity performance on both target and related material, supporting the retrieval-induced facilitation explanation of the testing effect. Implications of the current research for assessment practices in classroom settings are discussed, and directions for future research are indicated.
{"title":"The testing effect, collaborative learning, and retrieval-induced facilitation in a classroom setting","authors":"J. Cranney, Mi-ri Ahn, Rachel D McKinnon, Sue Morris, K. Watts","doi":"10.1080/09541440802413505","DOIUrl":"https://doi.org/10.1080/09541440802413505","url":null,"abstract":"Two studies were conducted to investigate aspects of the test effect in a tertiary education setting. During weekly tutorial sessions first year psychology students watched a psychobiology video (Phase 1), followed by different video-related activities (Phase 2). In the tutorial 1 week later, students took an unexpected test (Phase 3). In Phase 2 of Study 1, students completed a quiz in small groups (group quiz) or individually (individual quiz), highlighted the video transcript (re-study), or did nothing further (no-activity). Group quiz performance was superior to individual quiz in both Phase 2 and Phase 3. In Phase 3 individual quiz students performed better than no-activity students, but not better than restudy students. In exploring the individual testing effect further, Phase 2 of Study 2 included quiz (individual), restudy, and no-activity conditions. Quiz participants were presented with one (target) of two sets of questions, whereas restudy participants were presented with equivalent statements. During Phase 3, all participants answered both sets of questions (target and related). Quiz performance was superior to restudy and no-activity performance on both target and related material, supporting the retrieval-induced facilitation explanation of the testing effect. Implications of the current research for assessment practices in classroom settings are discussed, and directions for future research are indicated.","PeriodicalId":88321,"journal":{"name":"The European journal of cognitive psychology","volume":"61 1","pages":"919 - 940"},"PeriodicalIF":0.0,"publicationDate":"2009-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86050336","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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