Temeljno obilježje vidnoga radnog pamćenja jest da preciznost dosjećanja opada porastom broja podražaja koji se pamti. Ovaj se nalaz tumači kao posljedica raspodjele ograničene količine resursa, pri čemu porastom broja podražaja koji se pamti pada količina resursa pridana svakom podražaju. Nedavna istraživanja pokazuju kako dosjećanje u zadacima vidnoga radnog pamćenja ovisi i o karakteristikama seta podražaja koji se pamti. Konkretno, u zadatku pamćenja jednostavnih vidnih karakteristika dvaju podražaja (npr. orijentacije) dosjećanje jednog podražaja karakterizira sustavna pogreška u smjeru drugog zapamćenog podražaja, tzv. efekt privlačenja. U ovom smo istraživanju željeli provjeriti koliko je ovaj efekt otporan na eksperimentalne manipulacije preciznosti pamćenja podražaja. U četiri su eksperimenta sudionici (N = 33) pamtili i dosjećali se istovremeno prikazanih orijentacija podražaja. U prvom je eksperimentu redoslijed dosjećanja odabiran po slučaju; u drugom su eksperimentu sudionici trebali samostalno birati redoslijed kojim će se dosjećati, a u trećem i četvrtom eksperimentu redoslijed dosjećanja ponovno je odabiran po slučaju, no sudionicima je na svakoj sekvenci unaprijed (eksp. 3) ili unatrag (eksp. 4) signalizirano kojeg će se podražaja najvjerojatnije morati dosjetiti prvog. Efekt privlačenja bio je vidljiv u sva četiri eksperimenta, i to pri dosjećanju obaju podražaja. Ovo istraživanje demonstrira robusnost efekta privlačenja u vidnom radnom pamćenju, što implicira da mehanizmi u podlozi tog efekta nisu podložni korekciji, odnosno da su sastavni dio temeljnih procesa kodiranja vidnih podražaja.

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.