Date of Award

1-1-2019

Language

English

Document Type

Master's Thesis

Degree Name

Master of Arts (MA)

College/School/Department

Department of Psychology

Program

Cognitive Psychology

Content Description

1 online resource (ii, 25 pages)

Dissertation/Thesis Chair

James H. Neely

Committee Members

W. Trammell Neill

Keywords

generalized vs. pair-specific testing effects, retrieval practice, test-potentiated learning, Paired-association learning, Association tests, Learning, Psychology of, Memory, Recollection (Psychology)

Subject Categories

Cognitive Psychology | Psychology

Abstract

The current experiments used short (< 1 min) and long (24-hour) retention intervals in the Test-Potentiated Learning (TPL) paradigm to investigate pair specific versus generalized testing effects (TEs) using weakly related English word pairs. The design of the present experiments improved the design used by Cho, Neely, Crocco, and Vitrano (2017), who used Swahili-English pairs. The present design allows for (a) an assessment of both between- and within-subjects pair-specific vs. generalized TEs within the same experiment and (b) better controlled comparisons of the pair-specific and generalized TEs. There was no TE at the short retention interval. At the long retention interval, the TE for tested pairs studied before and after the review test was greater than the generalized TEs obtained for (a) untested pairs studied before and after the review test and (b) untested pairs that were only studied after the review test. Thus, a pair-specific TE occurred, unlike in Cho et al. (2017). The potential reasons for why weakly related English word pairs show pair-specific TEs but Swahili-English pairs do not are discussed.

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