Practice Effects During Repeated Administrations of Memory Tests With and Without Alternate Forms

1998 ◽  
Vol 20 (3) ◽  
pp. 339-352 ◽  
Author(s):  
Ralph H.B. Benedict ◽  
Dennis J. Zgaljardic
Keyword(s):  
Practice Effects ◽  
Memory Tests ◽  
Alternate Forms ◽  
Repeated Administrations

Effects of Repeated Administration and Comparability of Alternate Forms for the Global Neuropsychological Assessment (GNA)

Assessment ◽  
2021 ◽  
pp. 107319112110451
Author(s):  
Alan Smerbeck ◽  
Lauren Olsen ◽  
Lindsay F. Morra ◽  
Jeremy Raines ◽  
David J. Schretlen ◽  
...  
Keyword(s):  
Neuropsychological Assessment ◽  
Latin Square ◽  
Repeated Administration ◽  
Practice Effects ◽  
Clinical Settings ◽  
Memory Processing ◽  
Alternate Forms ◽  
Repeated Administrations ◽  
Post Hoc ◽  
Cognitively Intact

The Global Neuropsychological Assessment (GNA) is an extremely brief battery of cognitive tasks assessing episodic memory, processing speed, working memory, verbal fluency, executive function, and mood. It can be given in under 15 minutes, has five alternate forms, and does not require an examinee to be literate. The purpose of this study was to quantify practice effects over repeated administrations and assess comparability of the GNA’s five alternate forms, preparing the battery for repeated administration in research and clinical settings. Forty participants each completed all five GNA forms at weekly intervals following a Latin square design (i.e., each form was administered at every position in the sequence an equal number of times). In a cognitively intact population, practice effects of 0.56 to 1.06 SD were observed across GNA measures when comparing the first and fifth administration. Most GNA tests showed nonsignificant interform differences with cross-form means differing by 0.35 SD or less, with the exception of modest but statistically significant interform differences for the GNA Story Memory subtest across all five forms. However, post hoc analysis identified clusters of two and three Story Memory alternate forms that were equivalent.

scholarly journals Practice effects and the use of alternate forms in serial neuropsychological testing

2005 ◽  
Vol 20 (4) ◽  
pp. 517-529 ◽  
Author(s):  
L BEGLINGER ◽  
B GAYDOS ◽  
O TANGPHAODANIELS ◽  
K DUFF ◽  
D KAREKEN ◽  
...  
Keyword(s):  
Neuropsychological Testing ◽  
Practice Effects ◽  
Alternate Forms

Bias in Petrie's Alternate-Form Procedure for Kinesthetic Aftereffect

1980 ◽  
Vol 51 (2) ◽  
pp. 543-548 ◽  
Author(s):  
Brian L. Mishara ◽  
A. Harvey Baker
Keyword(s):  
Individual Differences ◽  
Inverse Relationship ◽  
Practice Effects ◽  
Alternative Form ◽  
Single Session ◽  
Retest Reliability ◽  
Alternate Form ◽  
Perceptual Style ◽  
Alternate Forms ◽  
Test Retest Reliability

Kinesthetic aftereffect, commonly administered with alternate forms given on two separate occasions, has been used to assess individual differences in personality and perceptual style. Recent criticisms have questioned whether this task gives a worthwhile measure of individual differences. This paper represents a further response to such criticisms by extending to Petrie's alternate-form procedure our argument that lack of test-retest reliability is associated with practice effects which differentially bias second-session scores. Findings indicate that second session bias does occur with this procedure, and, as expected, there was an inverse relationship between magnitude of retest reliability and differential bias. Although use of the alternative-form procedure is contraindicated, a single-session procedure remains a promising personality measure since it is not affected by differential bias.

Positive Arousal Enhances the Consolidation of Item Memory

2015 ◽  
Vol 74 (2) ◽  
pp. 91-104 ◽  
Author(s):  
Bo Wang
Keyword(s):  
Episodic Memory ◽  
Memory Consolidation ◽  
Source Memory ◽  
Emotional Arousal ◽  
Theoretical Models ◽  
Memory Test ◽  
Learning Phase ◽  
Item Memory ◽  
Memory Tests ◽  
Immediate Memory

Emotional arousal induced after learning has been shown to modulate memory consolidation. However, it is unclear whether the effect of postlearning arousal can extend to different aspects of memory. This study examined the effect of postlearning positive arousal on both item memory and source memory. Participants learned a list of neutral words and took an immediate memory test. Then they watched a positive or a neutral videoclip and took delayed memory tests after either 25 minutes or 1 week had elapsed after the learning phase. In both delay conditions, positive arousal enhanced consolidation of item memory as measured by overall recognition. Furthermore, positive arousal enhanced consolidation of familiarity but not recollection. However, positive arousal appeared to have no effect on consolidation of source memory. These findings have implications for building theoretical models of the effect of emotional arousal on consolidation of episodic memory and for applying postlearning emotional arousal as a technique of memory intervention.

Die Standardabweichung der Reaktionszeiten als ein Maß für negative Antwortverzerrungen

2014 ◽  
Vol 25 (2) ◽  
pp. 89-97 ◽  
Author(s):  
Sebastian Bodenburg
Keyword(s):  
Trail Making Test ◽  
Memory Tests ◽  
Wechsler Memory Scale ◽  
Word Memory ◽  
Trail Making ◽  
Negative Antwortverzerrungen

Negative Antwortverzerrungen werden quantitativ mit expliziten Beschwerdenvalidierungstests oder mit eingebetteten Parametern untersucht. Es wird die Kriteriumsvalidität der Standardabweichung von Reaktionszeiten als eingebetteter Parameter zur Untersuchung negativer Antwortverzerrungen überprüft. In die Studie wurden 26 Frauen und 65 Männer mit Schädelhirnverletzungen einbezogen. Abhängige Variable war die Standardabweichung der Reaktionszeiten (Untertest Alertness, Testbatterie zur Aufmerksamkeitsprüfung). Prädiktorvariablen in der multivariaten Kovarianzanalyse waren das Alter der Probanden und folgende Testrohwerte: Trail Making Test (Formen A und B), Parameter GSI der Symptomcheckliste, Untertest Zahlennachsprechen vorwärts aus der Wechsler Memory Scale, Strukturierter Fragebogen Simulierter Symptome, der mittlere Wert der in Prozentzahlen ausgedrückten richtigen Antworten der Parameter IR, DR und CNS des Word Memory Tests (WMT), das Geschlecht der Probanden sowie die dichotomisierte Gruppierung von Patienten mit oder ohne klinisch fassbaren Auffälligkeiten der Aufmerksamkeit. Von den Prädiktorvariablen stellte sich allein der mittlere Wert der in Prozent ausgedrückten richtigen Antworten des WMT als signifikant heraus. Probanden mit einer geringen Anzahl richtiger Antworten im WMT zeigten größere Standardabweichungen. Alle weiteren einbezogenen Prädiktoren – insbesondere beide Aufmerksamkeitsparameter – hatten in Bezug auf die Standardabweichungen keinen signifikanten Einfluss.

How Useful is the Power Law of Practice for Recognizing Practice in Concentration Tests?

2007 ◽  
Vol 23 (3) ◽  
pp. 157-165 ◽  
Author(s):  
Carmen Hagemeister
Keyword(s):  
Logistic Regression ◽  
Reaction Time ◽  
Power Law ◽  
Error Rate ◽  
Reaction Times ◽  
Practice Effect ◽  
Practice Effects ◽  
Rate Decrease ◽  
Small Practice

Abstract. When concentration tests are completed repeatedly, reaction time and error rate decrease considerably, but the underlying ability does not improve. In order to overcome this validity problem this study aimed to test if the practice effect between tests and within tests can be useful in determining whether persons have already completed this test. The power law of practice postulates that practice effects are greater in unpracticed than in practiced persons. Two experiments were carried out in which the participants completed the same tests at the beginning and at the end of two test sessions set about 3 days apart. In both experiments, the logistic regression could indeed classify persons according to previous practice through the practice effect between the tests at the beginning and at the end of the session, and, less well but still significantly, through the practice effect within the first test of the session. Further analyses showed that the practice effects correlated more highly with the initial performance than was to be expected for mathematical reasons; typically persons with long reaction times have larger practice effects. Thus, small practice effects alone do not allow one to conclude that a person has worked on the test before.

Understanding Terminal Decline in Cognition and Risk of Death

2006 ◽  
Vol 11 (3) ◽  
pp. 164-171 ◽  
Author(s):  
Patrick Rabbitt ◽  
Mary Lunn ◽  
Danny Wong
Keyword(s):  
Risk Factors ◽  
Longitudinal Study ◽  
Test Scores ◽  
Intelligence Test ◽  
Practice Effects ◽  
Risk Of Death ◽  
Risk Of Mortality ◽  
Impending Death ◽  
Intelligence Test Scores ◽  
Reduced Risk

There is new empirical evidence that the effects of impending death on cognition have been miscalculated because of neglect of the incidence of dropout and of practice gains during longitudinal studies. When these are taken into consideration, amounts and rates of cognitive declines preceding death and dropout are seen to be almost identical, and participants aged 49 to 93 years who neither dropout nor die show little or no decline during a 20-year longitudinal study. Practice effects are theoretically informative. Positive gains are greater for young and more intelligent participants and at all levels of intelligence and durations of practice; declines in scores of 10% or more between successive quadrennial test sessions are risk factors for mortality. Higher baseline intelligence test scores are also associated with reduced risk of mortality, even when demographics and socioeconomic advantage have been taken into consideration.

Learning From (Test) Experience

2020 ◽  
Vol 228 (4) ◽  
pp. 264-277 ◽  
Author(s):  
Evan E. Mitton ◽  
Chris M. Fiacconi
Keyword(s):  
Recognition Memory ◽  
Test Performance ◽  
Memory Performance ◽  
Judgments Of Learning ◽  
Visual Images ◽  
Memory Tests ◽  
Recognition Memory Performance ◽  
Study Test ◽  
Explicit Feedback

Abstract. To date there has been relatively little research within the domain of metamemory that examines how individuals monitor their performance during memory tests, and whether the outcome of such monitoring informs subsequent memory predictions for novel items. In the current study, we sought to determine whether spontaneous monitoring of test performance can in fact help individuals better appreciate their memory abilities, and in turn shape future judgments of learning (JOLs). Specifically, in two experiments we examined recognition memory for visual images across three study-test cycles, each of which contained novel images. We found that across cycles, participants’ JOLs did in fact increase, reflecting metacognitive sensitivity to near-perfect levels of recognition memory performance. This finding suggests that individuals can and do monitor their test performance in the absence of explicit feedback, and further underscores the important role that test experience can play in shaping metacognitive evaluations of learning and remembering.

Sign in / Sign up

Export Citation Format

Share Document