The influence of testing on memory, monitoring, and control
| dc.contributor.author | Littrell, Megan K., author | |
| dc.contributor.author | DeLosh, Edward, advisor | |
| dc.contributor.author | Cleary, Anne, committee member | |
| dc.contributor.author | De Miranda, Michael, committee member | |
| dc.contributor.author | Kraiger, Kurt, committee member | |
| dc.date.accessioned | 2007-01-03T05:47:49Z | |
| dc.date.available | 2007-01-03T05:47:49Z | |
| dc.date.issued | 2011 | |
| dc.description.abstract | The current set of experiments investigated the role of testing in enhancing subsequent memory performance, a phenomenon known as the testing effect. The current study also assessed whether testing improves assessments of learning and influences subsequent study behaviors that serve to further enhance learning. In Experiments 1 and 2 participants studied lists of words in an initial phase and then either restudied or took a memory test on the words in an intervening phase. They were also asked to predict the likelihood that they would recall each item on a later memory test and indicate whether or not they would like another chance to restudy the item before the final memory test. The difference between the two experiments was that in Experiment 1 participants were allowed to restudy the items they chose, whereas they were not allowed to restudy those items in Experiment 2. Results for both experiments showed that initial testing compared to restudying enhanced final memory accuracy, and produced stronger correlations between predictions of recall and actual recall and between predictions and restudy choices. Experiment 3 examined the effects of testing on predictions of memory and the allocation of study time given to each item. Additionally, some participants' study time choices were honored, while other participants' choices were not. This manipulation was included to examine the differential effects of having control over what materials are restudied, depending on whether they have been simply restudied or subjected to prior test. Overall, the data suggest that testing enhances memory performance as well as relative metacognitive judgments. | |
| dc.format.medium | born digital | |
| dc.format.medium | doctoral dissertations | |
| dc.identifier | Littrell_colostate_0053A_10508.pdf | |
| dc.identifier.uri | http://hdl.handle.net/10217/51802 | |
| dc.language | English | |
| dc.language.iso | eng | |
| dc.publisher | Colorado State University. Libraries | |
| dc.relation.ispartof | 2000-2019 | |
| dc.rights | Copyright and other restrictions may apply. User is responsible for compliance with all applicable laws. For information about copyright law, please see https://libguides.colostate.edu/copyright. | |
| dc.subject | control | |
| dc.subject | judgments of learning | |
| dc.subject | memory | |
| dc.subject | metacognition | |
| dc.subject | monitoring | |
| dc.subject | testing effect | |
| dc.title | The influence of testing on memory, monitoring, and control | |
| dc.type | Text | |
| dcterms.rights.dpla | This Item is protected by copyright and/or related rights (https://rightsstatements.org/vocab/InC/1.0/). You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). | |
| thesis.degree.discipline | Psychology | |
| thesis.degree.grantor | Colorado State University | |
| thesis.degree.level | Doctoral | |
| thesis.degree.name | Doctor of Philosophy (Ph.D.) |
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