The Effect of Forward Testing as a Function of Test Occasions and Study Material

It has long been known that one of the most effective study techniques is to be tested on the to-be-remembered material, a phenomenon known as the testing effect. Recent research has also shown that testing of previous materials promotes the learning of new materials, a phenomenon known as the forward testing effect. In this paper, as of yet unexplored aspects of the forward testing effect related to face-name learning are examined; continuous and initial testing are compared to restudying, the effects of an initial test on subsequent learning, and whether an initial change of domain (change from one topic to another) regarding study material affects the robustness of the effect. An experiment (N = 94) was performed according to a 2 (Material: word pairs/face-name pairs in Block 1) × 3 (Test occasions: Blocks 1–4/Blocks 1 and 4/Block 4) complex between-groups design. The results showed that no difference between testing and repetition could be observed regarding the recall of faces and names. The restudy groups incorrectly recalled more names from previous lists in the last interim test compared to the tested groups, which supports the theory that interim tests reduce proactive interference. The results also suggest that the number of test occasions correlates with the number of incorrect recalls from previous lists. These results, in contrast to previous studies, highlight a potential uncertainty about the forward testing effect linked to the robustness of the phenomenon, the specificity in execution, and generalizability.

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UNSUR PELESAPAN KALIMAT DALAM BUKU SISINDIRAN JEUNG WAWANGSALAN ANYAR KARYA DÉDY WINDYAGIRI UNTUK BAHAN AJAR MENULIS SISINDIRAN DI SMP KELAS VIII

LOKABASA ◽

10.17509/jlb.v9i2.15685 ◽

2018 ◽

Vol 9 (2) ◽

pp. 177

Author(s):

Triya Nugraha ◽

Yayat Sudaryat ◽

Hernawan Hernawan

Keyword(s):

Analysis Data ◽

Element Analysis ◽

Study Material ◽

Single Deletion ◽

Study Techniques ◽

Compound Sentence ◽

Descriptive Method ◽

The Way

Latar belakang penelitian ini didasarkan pada kenyataan bahwa sisindiran merupakan susunan kalimat. Kalimat-kalimat yang terdapat pada sisindiran merupakan kalimat majemuk dan terdapat unsur yang dilesapkan. Penelitian ini mempunyai tujuan untuk mendeskripsikan unsur pelesapan dan bentuk pelesapan yang terdapat pada kalimat sisindiran serta pamakaiannya pada pembelajaran. Penelitian ini menggunakan metode penelitian deskriptif dengan menggunakan teknik studi dokumentasi untuk mengumpulkan data. Data dianalisis menggunakan analisis unsur langsung. Sumber data didapatkan dari buku Sisindiran jeung Wawangsalan Anyar karya Dédy Windyagiri. Hasil penelitian menemukan dua hal, yaitu unsur lesapan dan bentuk lesapan kalimat. Unsur lesapan meliputi 1) pelesapan tunggal yang mencakup pelesapan unsur S, P, O, dan Konj.; 2) pelesapan majemuk yang mencakup pelesapan unsur S+P, S+O, S+K, S+Pel., S+Konj., O+Konj., S+P+Konj., S+O+Konj., dan S+Pel.+Konj. Bentuk pelesapan kalimat berdasarkan prosesnya yang ditemukan adalah 1) delisi tékstual; 2) delisi situasional; dan 3) delisi struktural. Delisis situasional dan unsur lesapan subjek paling banyak ditemukan. Hal ini berhubungan dengan cara penyebarannya yang secara lisan, dalam obrolan langsung si pembicara jarang mengucapkan semua maksudnya secara lengkap karena pasti bisa dimengerti oleh lawan bicaranya dengan dibantu isyarat dari pembicara. Hasil penelitian pelesapan kalimat ini dapat dipakai untuk bahan pengajaran menulis sisindiran. AbstractThe background of this study is because of the reality that sisindiran consists of sentence. Sisindiran sentences is a compound sentence and there are deletion elements. This study aimed to describe deletion elements and the type of deletion contained in sisindiran sentence and its use in learning. This study used a descriptive method with documentation study techniques to collect data. A data analyzed with direct element analysis. Data sourced in Dedy Windyagiri’s book, Sisindiran jeung Wawangsalan Anyar. The findings show there are two things, deletion elements and type of deletion elements. Deletion elements are: 1) single deletion are include deletion S, P, O, and Konj.. element; 2) plural deletion are include S+P, S+O, S+K, S+Pel., S+Konj., O+Konj., S+P+Konj., S+O+Konj., dan S+Pel.+Konj. elements. Deletion type based on the process that found are 1) textual deletion; 2) situational deletion; and 3) structural deletion. Situational deletion and subject deletion elements are the most found. That is related to the way they are spread orally. Results of this study is can be used for writing study material.

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Individual and Combined Effects of Enactment and Testing on Memory for Action Phrases

Experimental Psychology (formerly Zeitschrift für Experimentelle Psychologie) ◽

10.1027/1618-3169/a000254 ◽

2014 ◽

Vol 61 (5) ◽

pp. 347-355 ◽

Cited By ~ 16

Author(s):

Veit Kubik ◽

Hedvig Söderlund ◽

Lars-Göran Nilsson ◽

Fredrik U. Jönsson

Keyword(s):

Testing Effect ◽

Cued Recall ◽

Combined Effects ◽

Additive Effects ◽

Term Retention ◽

Long Term Retention ◽

Retention Intervals ◽

Study Techniques ◽

The Individual

We investigated the individual and combined effects of enactment and testing on memory for action phrases to address whether both study techniques commonly promote item-specific processing. Participants (N = 112) were divided into four groups (n = 28). They either exclusively studied 36 action phrases (e.g., “lift the glass”) or both studied and cued-recalled them in four trials. During study trials participants encoded the action phrases either by motorically performing them, or by reading them aloud, and they took final verb-cued recall tests over 18-min and 1-week retention intervals. A testing effect was demonstrated for action phrases, however, only when they were verbally encoded, and not when they were enacted. Similarly, enactive (relative to verbal) encoding reduced the rate of forgetting, but only when the action phrases were exclusively studied, and not when they were also tested. These less-than-additive effects of enactment and testing on the rate of forgetting, as well as on long-term retention, support the notion that both study techniques effectively promote item-specific processing that can only be marginally increased further by combining them.

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Protective effects of testing across misinformation formats in the household scene paradigm

Quarterly Journal of Experimental Psychology ◽

10.1177/1747021819881948 ◽

2019 ◽

Vol 73 (3) ◽

pp. 425-441 ◽

Cited By ~ 1

Author(s):

Rosemary S Pereverseff ◽

Glen E Bodner ◽

Mark J Huff

Keyword(s):

Protective Effect ◽

Recall Test ◽

Source Monitoring ◽

Cued Recall ◽

Protective Effects ◽

Initial Test ◽

Final Recall ◽

Initial Testing ◽

Initial Recall ◽

Final Recall Test

Many studies have demonstrated retrieval-enhanced suggestibility (RES), in which taking an initial recall test after witnessing an event increases suggestibility to subsequent misinformation introduced via a narrative. Recently, however, initial testing has been found to have a protective effect against misinformation introduced via cued-recall questions. We examined whether misinformation format (narrative vs. cued-recall questions) yields a similar dissociation in a paradigm that, to date, has consistently yielded a protective effect of testing (PET). After studying photos of household scenes (e.g., kitchen), some participants took an initial recall test. After a 48-hr delay, items not presented in the scenes (e.g., knives/plates) were suggested either via narrative or questions. Regardless of the misinformation format, we found a PET on both initial-test-conditionalised free recall and source-monitoring tests. However, initial testing also yielded memory costs, such that suggested items reported on the initial test were likely to persist on a final recall test. Thus, initial testing can protect against suggestibility, but can also precipitate memory errors when intrusions emerge on an initial test.

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Age difference in the forward testing effect: The roles of strategy change and release from proactive interference

Cognitive Development ◽

10.1016/j.cogdev.2021.101079 ◽

2021 ◽

Vol 59 ◽

pp. 101079

Author(s):

Xixi Dang ◽

Chunliang Yang ◽

Yinghe Chen

Keyword(s):

Proactive Interference ◽

Testing Effect ◽

Age Difference ◽

Strategy Change ◽

Release From Proactive Interference

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A new type of defect structure in 124-superconducting oxide revealed by HREM

Proceedings, annual meeting, Electron Microscopy Society of America ◽

10.1017/s0424820100089779 ◽

1991 ◽

Vol 49 ◽

pp. 1092-1093

Author(s):

R. Sharma ◽

B.L. Ramakrishna ◽

N.N. Thadhani ◽

D. Hianes ◽

Z. Iqbal

Keyword(s):

Shock Wave ◽

Defect Structure ◽

Neutron Radiation ◽

Weak Links ◽

Defect Structures ◽

New Materials ◽

New Type ◽

Current Densities ◽

Processing Techniques ◽

Microstructural Studies

After materials with superconducting temperatures higher than liquid nitrogen have been prepared, more emphasis has been on increasing the current densities (Jc) of high Tc superconductors than finding new materials with higher transition temperatures. Different processing techniques i.e thin films, shock wave processing, neutron radiation etc. have been applied in order to increase Jc. Microstructural studies of compounds thus prepared have shown either a decrease in gram boundaries that act as weak-links or increase in defect structure that act as flux-pinning centers. We have studied shock wave synthesized Tl-Ba-Cu-O and shock wave processed Y-123 superconductors with somewhat different properties compared to those prepared by solid-state reaction. Here we report the defect structures observed in the shock-processed Y-124 superconductors.

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