Transfer of the Testing Effect: Just How Powerful Is It?

Researchers have repeatedly showed that when students take a test on the studied materials, their retention of information increases on later exams. The memory gain produced by tests is called the testing effect. The testing effect has been demonstrated with different materials (e.g., word lists, prose), with different designs (e.g., within-subjects, between-subjects), with different age groups and with different settings (e.g., laboratory, classroom). This thesis offers a novel approach to the assessment of the testing effect: the transfer of the testing effect. Although research on the testing effect has been flourishing over the last decade, transfer of the effect has not been studied systematically. In this context, the transfer of the testing effect refers to whether a learner can utilize the memory gain produced by tests in different contexts. The present study examined the transfer of the testing effect in the temporal domain which refers to retention of the testing effect over a period of time (Experiment 1, Experiment 2, Experiment 3 and Experiment 4), the knowledge domain which refers to transfer of the testing effect across different levels of learning (Experiment 1, Experiment 2 and Experiment 3) and the modality domain which concerns how the format of the tests influence the testing effect (Experiment 4). In addition to the laboratory studies, Experiment 3 was conducted in an actual classroom setting incorporating real classroom curriculum. The study revealed that the testing effect endures over a long period of time varying between 1 and 12 weeks and is transferable across different levels of learning (i.e., lower level and higher level). Furthermore, the testing effect is affected by the differences in the format of tests. The transferability of the testing effect across different domains indicated that the testing effect reflects more than rote learning. The findings of the study were discussed in light of two competing theoretical orientations explaining the testing effect: the retrieval hypothesis and the transfer-appropriate processing framework. Additionally, the practical implications of the study were discussed in relation to the educational system

Effect of Septoplasty on Voice Quality: A Prospective-Controlled Trial

Objectives. The purpose is to investigate effect of septoplasty and widened nasal patency on voice quality. Methods. Fifty patients who undergone septoplasty were included in the study. Thirty-three people who had similar age and distribution were enrolled as control group. Before and 1 and 3 months after surgery, anterior rhinomanometry, voice analysis by Multi-Dimensional Voice Program, and spectrographic analysis were performed to patients. The recordings of /a/ vowel were used to evaluate average fundamental frequency (F0), jitter percent, and shimmer percent. In spectrographic analyses, F3–F4 values for the vowels /i, e, a, o, and u/, nasal formant frequencies of the consonants /m/ and /n/ in the word /mini/, and 4 formant frequencies (F1, F2, F3, and F4) for nasalized /i/ vowel following a nasal consonant /n/ in the word /mini/ were compared. The differences in nasal resonance were evaluated. All patients were asked whether change in their voices after the surgery. Preoperative and postoperative voice parameters and anterior rhinomanometry results were compared separately with the control group as well as in the patient group itself. Results. Preoperative total nasal resistance (TNR) values of patients were higher than the control group (P=0.001). TNR values of patients measured one day before surgery and after surgery in the 1st and 3rd months were different and these differences were significant statistically (P=0.001). There was no significant difference between the voice analysis parameters in preoperative, postoperative 1st, and 3rd months. As a result of their subjective reviews, 12 patients (36%) noted their voices were better than before surgery and 20 patients (61%) noted no change before and after surgery. Conclusion. Providing widened nasal cavity has no effect on voice quality

Lab Manual: Introduction to Research Methods in Psychology

Contributors: Evan Weinberger; Kristen Capuozzo; Krissy Nguyen; Lynh VuThis lab manual was developed by Benjamin Tamber-Rosenau, Donald Foss, and Gunes Avci for PSYC 2305: Introduction to Methods in Psychology. This laboratory manual is based in part on PSYC 2301: Introduction to Research Methods in Psychology, which was a publication of the University of Houston Department of Psychology with its last major revision in 2012 by Evan Weinberger and Kristen Capuozzo. All Rights Reserved

Concept knowledge of "natural, processed, and artificial consumption substances" subject in 4th grade science and technology course books and course book analysis in terms of exemplification

In this research it is aimed to study "Natural, Processed and Artificial Consumption Substances" subject and concepts in the 4th grade Science and Technology course books of 2010-2011 academic year in terms of context and given examples. Whether there is an effect of course books in misconceptions, which are possible results of misunderstood Chemistry concepts, is also included as an aim of the study. It is known that accurate teaching of concepts is very necessary to prevent incorrect comprehension and concept errors during education. In this context the importance of the course books are very obvious. In this research several concept errors, contradictions between concepts and improper choice of examples have been detected. (C) published by Elsevier Ltd. Selection and/or peer-review under responsibility of Prof. Huseyin Uzunboylu

The study of the subjects distribution inorganic and organic chemistry in elementary and high school education curriculum

In this study, Science and Technology, studied in 4(th)-8(th)grades of elementary school, and Chemistry course books, studied in the 9(th)-12(th) grades of high school, which are redesigned according to the new curriculum are researched. In this research inorganic and organic chemistry concepts are emphasized, the presence and the content of this concepts are researched. Especially at the 8(th) grade course book, in the unit named "Structure of Matter and Properties"; the samples related with inorganic and organic compounds are teached. In this context after the research, Organic and Inorganic Chemistry definitions are made and differentiated in the course book of 8(th) grade, later on for these definitions 8(th) grade is suggested as the most proper grade. (C) 2010 Elsevier Ltd. All rights reserved

Effective treatment of persistent papular acantholytic dermatosis with cyclosporine

We describe a patient with persistent papular acantholytic dermatosis provoked by phototoxic reaction to his usual perfumed soap and shaving foam. Therapy with systemic and topical corticosteroids failed to improve the patient. Treatment with cyclosporine was found to be effective. (C) 1998 Elsevier Science B.V. All rights reserved