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Autor/inn/en | Pyc, Mary A.; Rawson, Katherine A. |
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Titel | Why Is Test-Restudy Practice Beneficial for Memory? An Evaluation of the Mediator Shift Hypothesis |
Quelle | In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 38 (2012) 3, S.737-746 (10 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0278-7393 |
DOI | 10.1037/a0026166 |
Schlagwörter | Memory; Testing; Study; Theories; Learning Strategies; Prediction; Recall (Psychology); Undergraduate Students; Ohio |
Abstract | Although the memorial benefits of testing are well established empirically, the mechanisms underlying this benefit are not well understood. The authors evaluated the mediator shift hypothesis, which states that test-restudy practice is beneficial for memory because retrieval failures during practice allow individuals to evaluate the effectiveness of mediators and to shift from less effective to more effective mediators. Across a series of experiments, participants used a keyword encoding strategy to learn word pairs with test-restudy practice or restudy only. Robust testing effects were obtained in all experiments, and results supported predictions of the mediator shift hypothesis. First, a greater proportion of keyword shifts occurred during test-restudy practice versus restudy practice. Second, a greater proportion of keyword shifts occurred after retrieval failure trials versus retrieval success trials during test-restudy practice. Third, a greater proportion of keywords were recalled on a final keyword recall test after test-restudy versus restudy practice. (Contains 7 figures and 1 table.) (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |