Assessing Why the Testing Effect Is Moderated by Experimental Design

Autor/inn/en	Mulligan, Neil W.; Buchin, Zachary L.; West, John T.
Titel	Assessing Why the Testing Effect Is Moderated by Experimental Design
Quelle	In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 46 (2020) 7, S.1293-1308 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Buchin, Zachary L.) ORCID (West, John T.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-7393
DOI	10.1037/xlm0000787
Schlagwörter	Testing; Research Design; Recall (Psychology); Memory; Effect Size; Word Lists; Cues; Undergraduate Students; Experimental Psychology; North Carolina + Suchen Sie Ihr Suchwort? Testdurchführung; Testen; Forschungsdesign; Abberufung; Gedächtnis; Wortliste; Stichwort; Experimentelle Psychologie
Abstract	The testing effect is 1 of several memory effects moderated by experimental design, such that the effect on free recall is larger in a mixed-list than pure-list design (Mulligan, Susser, & Smith, 2016). The current experiments assess hypotheses regarding why this pattern is found. Three extant accounts of design effects (Nguyen & McDaniel, 2015) are the item-order account, the retrieval-distinctiveness account, and the rehearsal-borrowing account. Three experiments contrasted these accounts, finding support for rehearsal borrowing but no evidence for the rehearsal-distinctiveness or item-order accounts. In addition, each experiment found that the testing effect was larger in the mixed-list than pure-list condition, attesting to the replicability of the design-moderation pattern for the testing effect. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01