Theses and Dissertations

ORCID

https://orcid.org/0009-0005-7772-3973

Advisor

Soares, Julia S.

Committee Member

Eakin, Deborah K.

Committee Member

Moss, Jarrod

Date of Degree

5-10-2024

Original embargo terms

Immediate Worldwide Access

Document Type

Graduate Thesis - Open Access

Major

Psychology

Degree Name

Master of Science (M.S.)

College

College of Arts and Sciences

Department

Department of Psychology

Abstract

Pretesting prior to a study session has been shown to benefit memory for pretested information compared to traditional study. While previous research has not found a detriment to non-pretested but related material, it is possible that taxing attention by increasing the playback speed of presented material could reveal such impairments. The current study (N = 239) compared multiple-choice learning from educational videos at 1x, 1.5x, and 2x speeds. Three videos (one at each speed) were presented after a pretest, for which half of the tested material was pretested, and half was not (non-pretested related). Another three videos were presented without a pretest (non-pretested). Benefits from pretesting and impairments associated with increased playback speed were observed, but no evidence of impairments to non-pretested related information were observed even at an increased playback speed. These results are inconsistent with an attentional account of the pretesting effect.

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