Individual differences diminish the pretest effect under productive memory conditions.

IF 3.7 1区 心理学 Q1 PSYCHOLOGY, EXPERIMENTAL
Lucy M Cronin-Golomb, Julia T Wilson, Alissa G Miller, Patricia J Bauer
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Abstract

Pretesting, or asking a test question prior to the onset of learning, is a well-established means of enhancing learning. Research on pretesting has focused primarily on direct factual learning outcomes. Yet building a coherent knowledge base also depends on productive memory processes that permit going beyond the information directly given. In the specific productive process of self-derivation through memory integration, individual differences are prominent; verbal comprehension is a consistent predictor. In the current work, we integrated these research trends by testing the extent to which pretesting enhances learning through productive memory processes and the role played by individual differences in verbal comprehension. Across four within-subjects experiments, we assessed the pretest effect after accounting for variability associated with verbal comprehension. In Experiments 1-3, we assessed the productive memory process of self-derivation through memory integration. Adults were more successful on pretest trials compared to control (i.e., no pretest) trials, but this effect was no longer significant after controlling for verbal comprehension. This pattern emerged when we used stem-fact pretests (Experiment 1) and integration-fact pretests (Experiment 2) to probe self-derivation across single-sentence stimuli and replicated when we used stimuli more akin to everyday learning materials (i.e., text passages and photographs; Experiment 3). In Experiment 4, we shifted the test target from productive processes to fact recall and found the pretest effect held even after controlling for verbal comprehension. This research bridges the pretest and productive process literature to provide novel insight into ways of maximizing learning. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

在富有成效的记忆条件下,个体差异会削弱考前效应。
预测,即在开始学习之前提出测试问题,是一种行之有效的提高学习效果的方法。关于预测试的研究主要集中在直接的事实性学习成果上。然而,建立一个连贯的知识基础还取决于生产性记忆过程,这种过程允许超越直接给出的信息。在通过记忆整合进行自我激励这一特定的生产性过程中,个体差异非常明显;言语理解是一个一致的预测因素。在当前的研究中,我们综合了这些研究趋势,测试了通过生产性记忆过程进行的预测试对学习的促进程度,以及个体差异在言语理解中所起的作用。在四个主体内实验中,我们在考虑了与言语理解相关的变异性后评估了预测试效应。在实验 1-3 中,我们评估了通过记忆整合进行自我激励的生产性记忆过程。与对照组(即无预试)试验相比,成人在预试试验中的成功率更高,但在控制了言语理解后,这种效应不再显著。当我们使用词干-事实预试(实验1)和整合-事实预试(实验2)来探究单句刺激的自我激励时,这种模式就会出现;当我们使用更接近日常学习材料的刺激(即文本段落和照片;实验3)时,这种模式也会出现。在实验 4 中,我们将测试目标从生产性过程转移到了事实回忆,结果发现即使在控制了言语理解能力之后,测试前效应仍然存在。这项研究在前测和生产性过程文献之间架起了一座桥梁,为最大限度地提高学习效果提供了新的视角。(PsycInfo Database Record (c) 2024 APA, 版权所有)。
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来源期刊
CiteScore
6.20
自引率
4.90%
发文量
300
期刊介绍: The Journal of Experimental Psychology: General publishes articles describing empirical work that bridges the traditional interests of two or more communities of psychology. The work may touch on issues dealt with in JEP: Learning, Memory, and Cognition, JEP: Human Perception and Performance, JEP: Animal Behavior Processes, or JEP: Applied, but may also concern issues in other subdisciplines of psychology, including social processes, developmental processes, psychopathology, neuroscience, or computational modeling. Articles in JEP: General may be longer than the usual journal publication if necessary, but shorter articles that bridge subdisciplines will also be considered.
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