Is This Going to Be on the Test? Test Expectancy Moderates the Disfluency Effect with Sans Forgetica

Autor/inn/en	Geller, Jason; Peterson, Daniel
Titel	Is This Going to Be on the Test? Test Expectancy Moderates the Disfluency Effect with Sans Forgetica
Quelle	In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 47 (2021) 12, S.1924-1938 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Geller, Jason) ORCID (Peterson, Daniel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-7393
DOI	10.1037/xlm0001042
Schlagwörter	Tests; Testing; Expectation; Memory; Recall (Psychology); Recognition (Psychology); Mnemonics; Cues; Difficulty Level; Time on Task; Effect Size; Layout (Publications) + Suchen Sie Ihr Suchwort? Examination; Prüfung; Examen; Testdurchführung; Testen; Expectancy; Erwartung; Gedächtnis; Abberufung; Recognition; Wiedererkennen; Mnemotechnik; Stichwort; Schwierigkeitsgrad; Zeitaufwand; Textgestaltung
Abstract	Presenting information in a perceptually disfluent format sometimes enhances memory. Recent work examining 1 type of perceptual disfluency manipulation, Sans Forgetica typeface, has yielded discrepant findings; some studies find support for the idea that the disfluent typeface improves memory whereas others do not. The current study examined a boundary condition that determines when disfluency is and is not beneficial to learning to explore this discrepancy. Specifically, we investigated whether knowledge about an upcoming test (high test expectancy) versus not (low test expectancy) helps clarify when mnemonic benefits arise for perceptually disfluent stimuli. In Experiment 1 (preregistered, N = 231), we found that Sans Forgetica is a memory-improving desirable difficulty, but only when there was no expectation of a final test. In Experiment 2 (preregistered, N = 232), we conceptually replicated the Sans Forgetica effect using a cued-recall test. In Experiment 3 (preregistered, N = 232), we ruled out a time-on-task explanation while replicating the results of Experiment 2. Though these data provide some evidence of San Forgetica's mnemonic benefits, caution should be taken in interpreting these results. Not only were the effect sizes moderate, but low test expectancy may not be realistically achievable in actual educational contexts. Though more research is warranted, we echo our prior arguments that students wanting to remember more and forget less should stick to other, more empirically supported desirable difficulties. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01