scholarly journals The effects of test trial and processing level on immediate and delayed retention

2017 ◽  
Vol 13 (1) ◽  
pp. 129-142 ◽  
Author(s):  
Sau Hou Chang
Keyword(s):  
Free Recall ◽  
Test Trial ◽  
Stimulus Word ◽  
Recall Test ◽  
Free Recall Test ◽  
Deep Processing ◽  
Single Test ◽  
Processing Level ◽  
Shallow Processing ◽  
Repeated Test

The purpose of the present study was to investigate the effects of test trial and processing level on immediate and delayed retention. A 2 × 2 × 2 mixed ANOVAs was used with two between-subject factors of test trial (single test, repeated test) and processing level (shallow, deep), and one within-subject factor of final recall (immediate, delayed). Seventy-six college students were randomly assigned first to the single test (studied the stimulus words three times and took one free-recall test) and the repeated test trials (studied the stimulus words once and took three consecutive free-recall tests), and then to the shallow processing level (asked whether each stimulus word was presented in capital letter or in small letter) and the deep processing level (whether each stimulus word belonged to a particular category) to study forty stimulus words. The immediate test was administered five minutes after the trials, whereas the delayed test was administered one week later. Results showed that single test trial recalled more words than repeated test trial in immediate final free-recall test, participants in deep processing performed better than those in shallow processing in both immediate and delayed retention. However, the dominance of single test trial and deep processing did not happen in delayed retention. Additional study trials did not further enhance the delayed retention of words encoded in deep processing, but did enhance the delayed retention of words encoded in shallow processing.

EXPRESS: On the Pervasive Effect of Word Frequency in Metamemory

2021 ◽  
pp. 174702182110533
Author(s):  
Pedro Simão Mendes ◽  
Monika Undorf
Keyword(s):  
Free Recall ◽  
Word Frequency ◽  
Recall Test ◽  
Memory Performance ◽  
Judgments Of Learning ◽  
Free Recall Test ◽  
Test Results ◽  
Font Size ◽  
Performance Judgments

Predictions of one’s future memory performance – judgments of learning (JOLs) – are based on the cues that learners regard as diagnostic of memory performance. One of these cues is word frequency or how often words are experienced in the language. It is not clear, however, whether word frequency would affect JOLs when other cues are also available. The current study aims to close this gap by testing whether objective and subjective word frequency affect JOLs in the presence of font size as an additional cue. Across three experiments, participants studied words that varied in word frequency (Experiment 1: high and low objective frequency; Experiment 2: a whole continuum from high to low objective frequency; Experiment 3: high and low subjective and objective frequency) and were presented in a large (48pt) or a small (18pt) font size, made JOLs, and completed a free recall test. Results showed that people based their JOLs on both word frequency and font size. We conclude that word frequency is an important cue that affects metamemory even in multiple-cue situations.

Spacing Effects on Implicit Picture Memory

1998 ◽  
Vol 86 (2) ◽  
pp. 396-398
Author(s):  
Norihiko Kitao
Keyword(s):  
Free Recall ◽  
Recall Test ◽  
Perceptual Identification ◽  
Free Recall Test ◽  
Perceptual Cues ◽  
Test Analysis ◽  
Picture Memory ◽  
Spacing Effects ◽  
Short Period ◽  
Identification Test

25 undergraduates studied the stimulus pictures of common objects successively presented as spaced or massed repetitions, or one at a time. Immediately after a study period, they were given a free-recall test followed by a perceptual identification test. Analysis indicated that spacing effects were observed on the free-recall test but not in perceptual identification. On the later test, each stimulus picture was exposed for a short period and subjects were more likely to use perceptual cues than on first the test. Thus, the spacing effects on memory may be eliminated at test as there is no benefit of conceptual cues.

Effects of Modality of Presentation on Delayed Recognition

1977 ◽  
Vol 45 (3_suppl) ◽  
pp. 1203-1210 ◽  
Author(s):  
Randall W. Engle ◽  
Elizabeth D. Durban
Keyword(s):  
Free Recall ◽  
Recognition Test ◽  
Recall Test ◽  
Visual Presentation ◽  
Auditory Presentation ◽  
Free Recall Test ◽  
Modality Effects ◽  
Delayed Recognition

Auditorily and visually presented lists were either tested or not tested immediately after input and were later tested on a delayed recognition test. For those lists given the immediate free-recall test, auditory presentation was superior on this immediate test. On the delayed recognition test the tested lists led to higher performance than non-tested lists. For tested lists auditory presentation led to superior recognition for the terminal serial positions, while for non-tested lists visual presentation led to higher performance on the last few positions. The fact that modality of presentation had opposite effects on delayed recognition of the lists was discussed in terms of current models of modality effects.

scholarly journals Studying texts in a second language: The importance of test type

2017 ◽  
Vol 21 (5) ◽  
pp. 1062-1074 ◽  
Author(s):  
HELEEN VANDER BEKEN ◽  
MARC BRYSBAERT
Keyword(s):  
Second Language ◽  
Free Recall ◽  
Recognition Test ◽  
Recall Test ◽  
Expository Texts ◽  
Free Recall Test ◽  
Information Encoding ◽  
Dominant Language ◽  
Lower Performance ◽  
L1 And L2

Little is known about the extent to which information encoding and retrieval differ between materials studied in first and second language (L1 and L2). In this study we compared memory for short, expository texts in L1 and L2, tested with a free recall test and a true/false judgement test. Our results show that students performed at the same level on the recognition test in both languages but not on the free recall test, with much lower performance in L2 than in L1, defined here as the dominant language. The L2 recall cost suggests that students’ performance may be underestimated if they are exclusively tested with essay-type exams in L2.

Specifying Levels of Processing

1979 ◽  
Vol 31 (2) ◽  
pp. 175-195 ◽  
Author(s):  
Alan J. Parkin
Keyword(s):  
Free Recall ◽  
Recall Test ◽  
The Other ◽  
Free Recall Test ◽  
Levels Of Processing ◽  
Retention Performance ◽  
Primary Associate ◽  
Semantic Condition ◽  
Processing Depth ◽  
Naming Latencies

This study examines the nature of stimulus processing under semantic and nonsemantic orienting instructions. Two experiments are reported in which subjects were presented with a series of trials each beginning with the presentation of a “decision word” about which they made either a semantic or non-semantic orienting decision. This decision was followed by a word in coloured ink whose colour subjects were required to name as quickly as possible. On half the trails the coloured word was the primary associate of the decision word whilst on the other half the two words were normatively unrelated. On completion of the experiments the subjects were given an unexpected free recall test. The semantic orienting condition led to longer colour naming latencies on associate trials whilst no such difference was found in the non-semantic condition. The semantic condition also produced higher levels of incidental recall although paradoxically an analysis of associative clustering in recall failed to show any difference between the two orienting conditions. The results are interpreted as support for the “Levels of Processing” approach to memory since they provide an index of processing depth which is independent of retention performance.

scholarly journals Free recall test experience potentiates strategy-driven effects of value on memory.

2017 ◽  
Vol 43 (10) ◽  
pp. 1581-1601 ◽  
Author(s):  
Michael S. Cohen ◽  
Jesse Rissman ◽  
Mariam Hovhannisyan ◽  
Alan D. Castel ◽  
Barbara J. Knowlton
Keyword(s):  
Free Recall ◽  
Recall Test ◽  
Free Recall Test

Effects of Between-Item, Within-Item, and Autobiographical Elaborations on Incidental Free Recall

1997 ◽  
Vol 85 (3_suppl) ◽  
pp. 1279-1287 ◽  
Author(s):  
Hiroshi Toyota
Keyword(s):  
Free Recall ◽  
Recall Test ◽  
Free Recall Test

Effects of types of elaboration on incidental free recall were investigated. The subjects performed an orienting task involving three rating conditions followed by an unexpected free recall test. Three rating conditions were designed to force between-item elaboration, within-item elaboration, and autobiographical elaboration. Between-item elaboration led to better recall than autobiographical elaboration, which in turn led to better recall than within-item elaboration. The above result was discussed in terms of both generative and discriminative processes in retrieval.

Effects of Notetaking Pretraining and Test Mode Expectations on Learning from Lectures

1981 ◽  
Vol 18 (4) ◽  
pp. 385-397 ◽  
Author(s):  
Carol A. Carrier ◽  
Amy Titus
Keyword(s):  
High School Students ◽  
Free Recall ◽  
Recall Test ◽  
Choice Test ◽  
Free Recall Test ◽  
Multiple Choice Test ◽  
School Students ◽  
Test Mode ◽  
Independent Variables ◽  
Essay Test

Effects of pretraining subjects to use a notetaking system while listening to a lecture were compared with those of giving subjects no pretraining. A second variable was test mode expectation: One-third of the subjects were told they would be given a multiple-choice test; another third of the subjects, an essay test; the final third were told only that they would be tested. A 35-item objective test was given immediately after the lecture and a free recall test was given one week after the lecture. The design was a 2 × 3 factorial with a total of 100 high school students serving as subjects. ANOVAs on performance scores for the objective and free recall tests and scores reflecting the efficiency of the notes themselves showed several significant interactions between the two independent variables. From this study and others, recommendations for educators who wish to improve the notetaking skills of students are included.

scholarly journals False memory susceptibility is correlated with categorisation ability in humans

F1000Research ◽  
2014 ◽  
Vol 3 ◽  
pp. 154 ◽  
Author(s):  
Kathryn Hunt ◽  
Lars Chittka
Keyword(s):  
Free Recall ◽  
False Memory ◽  
Selection Pressure ◽  
Recall Test ◽  
False Memories ◽  
Recognition Task ◽  
Free Recall Test ◽  
Memory Errors ◽  
Evolutionary Time ◽  
The Face

Our memory is often surprisingly inaccurate, with errors ranging from misremembering minor details of events to generating illusory memories of entire episodes. The pervasiveness of such false memories generates a puzzle: in the face of selection pressure for accuracy of memory, how could such systematic failures have persisted over evolutionary time? It is possible that memory errors are an inevitable by-product of our adaptive memories and that semantic false memories are specifically connected to our ability to learn rules and concepts and to classify objects by category memberships. Here we test this possibility using a standard experimental false memory paradigm and inter-individual variation in verbal categorisation ability. Indeed it turns out that the error scores are significantly negatively correlated, with those individuals scoring fewer errors on the categorisation test being more susceptible to false memory intrusions in a free recall test. A similar trend, though not significant, was observed between individual categorisation ability and false memory susceptibility in a word recognition task. Our results therefore indicate that false memories, to some extent, might be a by-product of our ability to learn rules, categories and concepts.

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