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931.
932.
Researchers generally agree that retrieval practice of previously learned material facilitates subsequent recall of same material, a phenomenon known as the testing effect. There is debate, however, about when such benefits transfer to related (though not identical) material. The current study examines the phenomenon of transfer in the domain of analogical problem-solving. In Experiments 1 and 2, learners were presented a source text describing a problem and solution to read which was subsequently either restudied or recalled. Following a short (Experiment 1) or long (Experiment 2) delay, learners were given a new target text and asked to solve a problem. The two texts shared a common structure such that the provided solution for the source text could be applied to solve the problem in the target text. In a combined analysis of both experiments, learners in the retrieval practice condition were more successful at solving the problem than those in the restudy condition. Experiment 3 explored the degree to which retrieval practice promotes cued versus spontaneous transfer by manipulating whether participants were provided with an explicit hint that the source and target texts were related. Results revealed no effect of retrieval practice. 相似文献
933.
Arnold and McDermott [(2013). Test-potentiated learning: Distinguishing between direct and indirect effects of testing. Journal of Experimental Psychology: Learning, Memory, and Cognition, 39, 940–945] isolated the indirect effects of testing and concluded that encoding is enhanced to a greater extent following more versus fewer practice tests, referred to as test-potentiated learning. The current research provided further evidence for test-potentiated learning and evaluated the covert retrieval hypothesis as an alternative explanation for the observed effect. Learners initially studied foreign language word pairs and then completed either one or five practice tests before restudy occurred. Results of greatest interest concern performance on test trials following restudy for items that were not correctly recalled on the test trials that preceded restudy. Results replicate Arnold and McDermott (2013) by demonstrating that more versus fewer tests potentiate learning when trial time is limited. Results also provide strong evidence against the covert retrieval hypothesis concerning why the effect occurs (i.e., it does not reflect differential covert retrieval during pre-restudy trials). In addition, outcomes indicate that the magnitude of the test-potentiated learning effect decreases as trial length increases, revealing an unexpected boundary condition to test-potentiated learning. 相似文献
934.
935.
Peter F. Delaney Namrata R. Godbole Latasha R. Holden Yoojin Chang 《Memory (Hove, England)》2018,26(6):784-797
Spacing repetitions typically improves memory (the spacing effect). In three cued recall experiments, we explored the relationship between working memory capacity and the spacing effect. People with higher working memory capacity are more accurate on memory tasks that require retrieval relative to people with lower working memory capacity. The experiments used different retention intervals and lags between repetitions, but were otherwise similar. Working memory capacity and spacing of repetitions both improved memory in most of conditions, but they did not interact, suggesting additive effects. The results are consistent with the ACT-R model’s predictions, and with a study-phase recognition process underpinning the spacing effect in cued recall. 相似文献
936.
Jeremy E. C. Genovese 《The Journal of genetic psychology》2018,179(4):176-182
The Flynn effect is the long-term trend for scores on tests of cognitive ability to increase across cohorts. Several samples of children's human figure drawings, published in 1902, 1926, 1963, and 1968, are examined for evidence of a Flynn effect. Results show that larger percentages of children draw more complete human figures over the course of the 20th century. 相似文献
937.
938.
A long‐lasting assumption about the framing effect is that if the participants discover the purpose of the experiment in a within‐subject design, then this test transparency would trigger them to override their initial answer and make coherent choices. For this reason, researchers try to mask the connection between the two parts of the test by inserting filling questions or a time delay between the two parts of the test. In this research, we explored the extent to which these customarily used masking solutions are effective in increasing test sensitivity for the framing effect. In three experiments, we assessed the effect of masking on the tests of the attribute framing and the risky‐choice framing effects. Contradicting the general belief, our results indicate that these effects are already measurable without any masking or delay and we found no convincing evidence that the attempts to decrease task transparency provide worthwhile benefits for general tests of the effect. Beyond their practical relevance, the results question whether the test is a good measure of coherence rationality and better suit those accounts that suggest that the two parts of the framing tasks cannot be regarded as identical. Copyright © 2017 John Wiley & Sons, Ltd. 相似文献
939.
Guogen Shan Charles Bernick Sarah Banks 《The British journal of mathematical and statistical psychology》2018,71(1):60-74
This research was motivated by a clinical trial design for a cognitive study. The pilot study was a matched-pairs design where some data are missing, specifically the missing data coming at the end of the study. Existing approaches to determine sample size are all based on asymptotic approaches (e.g., the generalized estimating equation (GEE) approach). When the sample size in a clinical trial is small to medium, these asymptotic approaches may not be appropriate for use due to the unsatisfactory Type I and II error rates. For this reason, we consider the exact unconditional approach to compute the sample size for a matched-pairs study with incomplete data. Recommendations are made for each possible missingness pattern by comparing the exact sample sizes based on three commonly used test statistics, with the existing sample size calculation based on the GEE approach. An example from a real surgeon-reviewers study is used to illustrate the application of the exact sample size calculation in study designs. 相似文献
940.
Denise Soria Bauser Boris Suchan 《British journal of psychology (London, England : 1953)》2018,109(3):564-582
The present study aimed to further explore the role of the head for configural body processing by comparing complete bodies with headless bodies and faceless heads (Experiment 1). A second aim was to further explore the role of the eye region in configural face processing (Experiment 2). Due to that, we conducted a second experiment with complete faces, eyeless faces, and eyes. In addition, we used two effects to manipulate configural processing: the effect of stimulus inversion and scrambling. The current data clearly show an inversion effect for intact bodies presented with head and faces including the eye region. Thus, the head and the eye region seem to be central for configural processes that are manipulated by the effect of stimulus inversion. Furthermore, the behavioural and electrophysiological body inversion effect depends on the intact configuration of bodies and is associated with the N170 as the face inversion effect depends on the intact face configuration. Hence, configural body processing depends not only on the presence of the head but rather on a complete representation of human bodies that includes the body and the head. Furthermore, configural face processing relies on intact and complete face representations that include faces and eyes. 相似文献