cognitive psych lab presentation

cognitive psych lab presentation - HeterogeneityintheTesting

Info iconThis preview shows pages 1–7. Sign up to view the full content.

View Full Document Right Arrow Icon
Heterogeneity in the Testing  Effect between mathematical and  Verbal subject material Experiment 1
Background image of page 1

Info iconThis preview has intentionally blurred sections. Sign up to view the full version.

View Full DocumentRight Arrow Icon
Overview (Abstract) The “Testing Effect”: occurrence in which people  generally perform better on a final assessment when  previously tested on the material, as opposed to  repeatedly studying it. (Roediger & Karpicke, 2006) Employing a standard procedure for measuring the  testing effect, this experiment evaluated the  difference– or lack thereof– in the testing effect  between different subjects of study material. Verbal vs. mathematics A testing effect was found, but the difference in the  testing effect between mathematical and verbal 
Background image of page 2
Introduction: Research Question Is there are a significant  difference in the testing effect  between different types of study  material?
Background image of page 3

Info iconThis preview has intentionally blurred sections. Sign up to view the full version.

View Full DocumentRight Arrow Icon
Introduction: previous Research Roediger & Karpicke (2006) Taking an initial test facilitates long-term retention more  than repeated study of given material. Kuo & Hirshman (1996) The testing effect  directly  occurs, independently from  mediated effects of testing leading to overexposure. Various  combinations of restudying and initial testing revealed that  more initial testing led to higher final performance. Kang, McDermott, & Roediger (2007) The testing effect is greater when people are initially tested  with multiple-choice questions, as compared to short answer  questions. Rohrer & Taylor (2006)
Background image of page 4
Introduction: Previous Research (Cont.) If there  is  a difference in testing effect, will the effect  be larger with mathematical material or verbal  material? Ainsworth & Loizou (2003) suggests mathematical v Participants were tested on study material that was presented  either as diagrams or text. Diagram-form study material led to  higher final performance. Diagrams are related to spatial  learning, as is mathematics, so this potentially indicates that  mathematical study material would lead to a higher testing effect. Yonelinas (2002) suggests verbal v Familiarity with a given piece of information accelerates one’s  capacity to recognize and remember it. People are generally more  exposed to text than mathematics, so this potentially indicates  that verbal study material would lead to a higher testing effect.
Background image of page 5

Info iconThis preview has intentionally blurred sections. Sign up to view the full version.

View Full DocumentRight Arrow Icon
Introduction: Expansion on Previous Research How our experiment is relevant to  previous research on the testing effect… Awareness of exactly how helpful the testing  effect is in respect to the subject of study  material could potentially develop research on  the effect. This development of knowledge on  the testing effect could help to make it a  practical contribution to the field of education.
Background image of page 6
Image of page 7
This is the end of the preview. Sign up to access the rest of the document.

Page1 / 36

cognitive psych lab presentation - HeterogeneityintheTesting

This preview shows document pages 1 - 7. Sign up to view the full document.

View Full Document Right Arrow Icon
Ask a homework question - tutors are online