Enhancing Learning and Retrieval: The Forward Testing Effect

It is well established that testing of studied information, by comparison with restudying or doing nothing, enhances long-term retention of studied information – the backward testing effect. An accumulating body of more recent research has shown that interim testing of studied information has another important consequence: it enhances learning and retrieval of new information – the forward testing effect. This thesis aims to further explore the forward beneficial effects of interim testing. The research described here employs the most-widely used procedure – a multi-list method – to investigate the forward testing effect on self-regulated study time allocation (Experiments 1 and 2), metamemory monitoring (Experiments 3 and 4), inductive learning (Experiments 5 and 6), and transfer effect (Experiments 7-9). Finally, it explores whether interim tests can be used as a remedial technique to mitigate older adults’ learning and memory deficits (Experiments 10-12). Experiments 1 and 2 reveal that, in the absence of interim tests, learners systematically decrease their study times across a study phase; however, this decreasing trend is prevented (or attenuated) by interim tests. These two experiments also show that the forward benefits of interim tests generalize to self-paced learning situations. Experiments 3 and 4 show that people tend to be aware of the forward benefits of interim tests. Experiments 5 and 6 demonstrate that frequent interim tests facilitate the learning of abstract concepts, indicating that interim testing enhances inductive learning. Experiments 7-9 explore the transferability of the forward effect, in which material types (and test formats) were varied across blocks. The results confirm that the effect transfers broadly. Experiments 10-12 reveal that interim tests significantly improve older adults’ learning and memory of new information. Overall, the findings shed light on the mechanisms of the forward testing effect and provide strong encouragement for learners and instructors to administer interim tests in educational contexts

Blue-Emitting Small Silica Particles Incorporating ZnSe-Based Nanocrystals Prepared by Reverse Micelle Method

ZnSe-based nanocrystals (ca. 4-5 nm in diameter) emitting in blue region (ca. 445 nm) were incorporated in spherical small silica particles (20–40 nm in diameter) by a reverse micelle method. During the preparation, alkaline solution was used to deposit the hydrolyzed alkoxide on the surface of nanocrystals. It was crucially important for this solution to include Zn2+ ions and surfactant molecules (thioglycolic acid) to preserve the spectral properties of the final silica particles. This is because these substances in the solution prevent the surface of nanocrystals from deterioration by dissolution during processing. The resultant silica particles have an emission efficiency of 16% with maintaining the photoluminescent spectral width and peak wavelength of the initial colloidal solution

Ionospheric Anomalies Observed by GPS TEC Prior to the Qinghai-Tibet Region Earthquakes

The precursory processes detected from unambiguous and repeatable instrumental observations that precede an earthquake remain elusive despite the multiple types of pre-earthquake signals gained from observations of geo-electricity, geomagnetism, and electromagnetism. Recently, much attention has been paid to associate abnormal behaviors of TEC (total electron content) in ionosphere, with seismic forcing. In this paper, we examined ionospheric TEC variations 1 - 2 weeks preceding 20 moderate to great earthquakes (M = 5 - 8) in the Tibetan Plateau and its neighboring regions between 1999 to 2008, with the help of a nationwide continuously-tracking GPS network. The temporal and spatial TEC variations over the specific seismogenic zones were calculated, and the causal linkage between the identified TEC anomalies and these earthquakes was examined. We find that most of the earthquakes showed significant abnormalities with similar characteristics. The anomalies, either upper anomalies (85%, 17/20) or lower anomalies (65%, 13/20) occurred in the ionosphere with dimensions of 30¢X in latitude and 30¢X in longitude above the epicenters. It is noted that the ionospheric anomalies were more dependent on focal depths of earthquakes than their magnitudes. Our results suggest that these anomalies of TEC may be possible seismo-ionospheric signatures for the earthquakes in Tibet and its margins

Do partial and distributed tests enhance new learning?

Testing facilitates subsequent learning of new information, a phenomenon known as the forward testing effect. The effect is often investigated in multilist procedures, where studied lists are followed by a retrieval test, or a control task such as restudying, and learning is compared on the final list. In most studies of the effect, tests include all material from the preceding list. We report four experiments, three of which were preregistered, to determine whether tests that are partial (not including all studied items) and distributed (including retrieval of items from earlier lists) are effective in enhancing new learning. The results show that testing of all studied material is not necessary to produce beneficial effects on new learning or to reduce intrusions. The beneficial effects of testing were substantially mediated by reduced proactive interference. Importantly, there was minimal evidence that the forward learning benefits of partial and distributed tests are offset by a cost to untested items via retrieval-induced forgetting

Evaluating the conceptual strategy change account of test-potentiated new learning in list recall

Prior testing potentiates new learning, an effect known as test-potentiated new learning (TPNL). Research using lists of related words has established that testing, by free recall, also increases semantic clustering of later recall output. It has been suggested that this is evidence that testing induces a strategy change in encoding and retrieval towards greater conceptual organisation. The current research evaluated whether this conceptual strategy change explains TPNL in three experiments. We found a) that a retrieval task that did not increase semantic clustering (list discrimination) consistently produced TPNL, and b) that factors (word-relatedness and list structure) that influenced the amount of semantic clustering had no effect on the magnitude of TPNL. These results suggest that conceptual strategy change is neither necessary nor sufficient for TPNL and is more likely to be an effect of testing, rather than a cause of TPNL

Metamemory judgments have dissociable reactivity effects on item and interitem relational memory

Making metamemory judgments reactively changes item memory itself. Here we report the first investigation of reactive influences of making judgments of learning (JOLs) on interitem relational memory-specifically, temporal (serial) order memory. Experiment 1 found that making JOLs impaired order reconstruction. Experiment 2 observed minimal reactivity on free recall and negative reactivity on temporal clustering. Experiment 3 demonstrated a positive reactivity effect on recognition memory, and Experiment 4 detected dissociable effects of making JOLs on order reconstruction (negative) and forced-choice recognition (positive) by using the same participants and stimuli. Finally, a meta-analysis was conducted to explore reactivity effects on word list learning and to investigate whether test format moderates these effects. The results show a negative reactivity effect on interitem relational memory (order reconstruction), a modest positive effect on free recall, and a medium-to-large positive effect on recognition. Overall, these findings imply that even though making metacognitive judgments facilitates item-specific processing, it disrupts relational processing, supporting the item-order account of the reactivity effect on word list learning. (PsycInfo Database Record (c) 2023 APA, all rights reserved)