The research Ethics committee of the Faculty of Pedagogy and Psychology (ELTE) granted a central permission (permission nr: 2019/47). Many other labs obtained IRB approval too, which approvals can be found here: https://osf.io/j6kte/ . Participants had to give informed consent before starting the experiment. Only participants recruited through Mturk or Prolific received monetary compensation.Note that full information on the approval of the study protocol must also be provided in the manuscript.

Online advertising is an important tool that can be utilized by charities to elicit attention and funding. A critical examination of advertisement strategies is thus necessary to increase the efficacy of fundraising efforts. Previous studies have shown that individuals’ moral views and perceptions of social norms can play important roles in charitable behavior. Thus, the current protocol describes a study to examine whether framing charitable advertisements in line with participants’ morality and increasing the salience of descriptive social norms increases subsequent charitable behavior. We describe experimental, online methods, whereby participants are provided with a framed call-to-action and normative information within a custom-developed application or existing survey platform. Furthermore, in the exploratory fashion, we discuss the possibility of collecting participants’ Facebook data and predicting moral profiles from this data. If there is an increased rate of donations as a result of moral compatibility and/or increased norm salience, charities can leverage this knowledge to increase the donations by tailoring their campaigns in a more appealing way for their prospective donors. Moreover, if it turns out to be possible to predict one’s moral profile from Facebook footprints, charities can use this knowledge to find and target people that are more likely to support their cause. However, this introduces important ethical questions that are discussed within this protocol.

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Zagreb, Croatia Conflict of Interest statementWe hereby declare that there were no conflicts of interest with respect to the authorship or the publication of this article Data availability statement The analysis plan was preregistered on GitHub (analysis-plan.md; first commit of analysis plan: b101f42; final relevant commit: 16afea3), as were the hypotheses (design.md; first commit of hypotheses: b101f42; final commit: dd0f863). The repository also serves all project materials, data and analyses scripts, together with the whole project history. It can be found at https://github.com/ffzg-erudito/inter-testing-feedback-2018. Materials are also available through https://osf.io/gk9a3/. The data is also hosted on https:// dataverse.ffzg.unizg.hr/dataset.xhtml?persistentId=doi:10.23669/JVNVNR. AcknowledgementsWe would like to thank every one of our participants for making this study possible.Also, we would like to thank Marijana Glavica, our librarian, who has been tremendously helpful around data archiving and preparations for preprint publication.This study was conducted under the project E-rudito: An advanced online educational system for smart specialization and jobs of the future (KK.01.2.1.01.0009.), which is funded from the European Regional Development Fund, Operational programme competitiveness and cohesion 2014-2020. 1 The role of retrieval type and feedback in test-potentiated new learning Abstract This study explored the effects of retrieval and feedback on test-potentiated new learning.Participants read a text divided into three parts, between which they engaged in either episodic retrieval, semantic retrieval, or rereading. Participants in the retrieval conditions were randomly assigned to either receive or not to receive feedback on their achievement.We administered multiple choice questions whose distractors were designed specifically to facilitate proactive interference. Planned analyses showed that participants in the episodic retrieval condition scored higher on the final test than participants in the other two groups.Feedback was found to have no bearing on new learning -neither on its own, nor via interaction with the interpolated activity type. No effect regarding the number of proactive intrusions was found, although exploratory Bayesian analyses preclude rejecting an effect.Results are interpreted in terms of metacognitive theories that have previously been suggested as an explanation of the effect.

Purpose Fausey and Boroditsky (Psychon. Bull. Rev., 17, 2010, 644) demonstrated that agentive descriptions of accidents can increase perceived blame and financial liability. We conducted direct replications of their studies 1 and 2 in English, as originally used, and in Croatian. Methods Participants in the first experiment read either an agentive or a nonagentive description of an incident that resulted in a fire and rated the level of blame and financial liability of the main character in the story. The second experiment examined the direct influence of language on financial liability assessments while manipulating the blame level. Participants were presented with the same story as in the first experiment with the added sentence about the blame level attributed to the main character by an independent panel. We used the materials from the original studies and replicated the studies using a large sample of native English‐speaking residents of the USA and Croatian students. Results We successfully replicated original findings in English, but results of the experiments conducted in Croatian were mixed. In the first experiment, we found a smaller effect of agentive language and only on the blame level and not on the proposed financial penalty. In the second experiment, we did not find the effect of agentive language on the proposed fine. Conclusions Our experiments confirmed the original findings in English. The effect might exist in Croatian too, but its exact size remains to be determined in future research. Possible explanations of observed differences between results in English and Croatian are discussed.