Theses and Dissertations

Issuing Body

Mississippi State University

Advisor

Eakin, Deborah K.

Committee Member

Moss, Jarod

Committee Member

Soares, Julia

Date of Degree

8-8-2023

Document Type

Graduate Thesis - Open Access

Major

Applied Psychology, Cognitive Science concentration

Degree Name

Master of Science (M.S.)

College

College of Arts and Sciences

Department

Department of Psychology

Abstract

The test effect (Roediger & Karpicke, 2006) demonstrates that performance on a final test is better when an immediate test is taken after reading a passage rather than rereading. Although transfer appropriate processing has been suggested as a theoretical explanation, the results could be due to elaborative retrieval processes during the immediate test that are not available during restudy. We compared testing to three other strategies using elaborative retrieval—Generating Questions, Read-Recite-Review, Teaching—to determine whether they would be as beneficial as testing. Results showed that each of the alternative strategies produced final test performance equal to that of testing, suggesting not only that these strategies are as effective as testing, but also that elaborative retrieval can explain test effects. However, final test performance for testing was not better than rereading. This finding leaves unanswered questions, given that the test effect is a robust result in the literature.

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