Theses and Dissertations
Issuing Body
Mississippi State University
Advisor
Bradshaw, Gary
Committee Member
Eakin, Deborah
Committee Member
Moss, Jarrod
Date of Degree
5-1-2020
Document Type
Graduate Thesis - Open Access
Major
Psychology
Degree Name
Master of Science
College
College of Arts and Sciences
Department
Department of Psychology
Abstract
Repeated testing produces superior recall (especially at a delay) compared to rereading, a phenomenon known as the testing effect. Three studies present evidence for a test question effect that benefits recall of information participants encounter when reading a test. After reading a two-page passage, participants either reread the passage or took fill-in-the-blank practice tests that contained additional information that was later tested. The same procedure was used for a different two-page prose passage as well. A large and unexpected benefit for information read on practice tests was observed. On the 48-hour delayed final test, recall of information reread on practice tests was superior to information reread in prose passages, a finding that is not predicted by current theories of the testing effect. Additionally, recall of information reread on practice tests did not differ significantly from tested information.
URI
https://hdl.handle.net/11668/16922
Recommended Citation
Barnes, Kevin, "Improved recall for information reread on tests provides support for the test question effect" (2020). Theses and Dissertations. 2646.
https://scholarsjunction.msstate.edu/td/2646
