A role for familiarity in supporting the testing effect over time

Shaffer, Ruth A.; McDermott, Kathleen B.

doi:10.1016/j.neuropsychologia.2019.107298

Cited by 5 publications

(2 citation statements)

References 73 publications

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“…Overall, the data emphasize the need to increase awareness and preparation for standardized English tests, particularly among younger students, and highlights the popularity of independent English learning among high school students. The need for increased awareness aligns with research findings that reveal children who are familiar with standardized tests, their duration, and the types of tests have a significant advantage over those who are not familiar with them (Shaffer & McDermott, 2020).…”

Section: Discussionmentioning

confidence: 83%

Exploring The Potential of Microlearning for Toefl Ibt Preparation Among High School Students

Faizal Rizky,

Febriati

2023

j. of. sci. technol.

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The aim of this needs analysis is to investigate the potential of microlearning as a learning approach to prepare high school students for the TOEFL iBT. Microlearning is an instructional method that involves brief participation in an activity that is intended to yield a specific result. While prior research has shown its benefits in encouraging independent learning, reducing mental fatigue, and preventing demotivation and cognitive impairments, most studies have focused on adult learners, with only a small fraction conducted in high school settings. In Indonesia, certificates of English aptitude tests, such as TOEFL iBT, are necessary for higher education and job applications. However, the topic and skills are rarely discussed in schools, resulting in many high school graduates being unprepared for the exam. Typically, students resort to private institutions or tutors to acquire the necessary skills, but the associated costs and time commitment can be discouraging. Therefore, it is essential to examine the perceived importance of TOEFL iBT, learning difficulties, and learning preferences. The findings will inform recommendations on integrating microlearning into the existing educational framework. Future studies should explore microlearning themes further, expand research to high school context, and explore mobile-based microlearning.

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Section: Discussionmentioning

confidence: 83%

Exploring The Potential of Microlearning for Toefl Ibt Preparation Among High School Students

Faizal Rizky,

Febriati

2023

j. of. sci. technol.

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“…However, as far as we know, no study to date has directly investigated the effect of part-list cues on recognition process, especially the effects of part-list cues on ERP measures during recognition of formerly studied material. Therefore, we combined the similar part-list cuing paradigm used by Oswald et al (2006) with an R/K task identical to prior studies ( Schaefer et al, 2011 ; Hou et al, 2014 ; Shaffer and Mcdermott, 2020 ) to investigate neurocognitive mechanism of part-list cuing effect. Specifically, which recognition processes (familiarity vs. recollection) could be affected by part-list cues should be demonstrated.…”

Section: Introductionmentioning

confidence: 99%

Part-List Cues Hinder Familiarity but Not Recollection in Item Recognition: Behavioral and Event-Related Potential Evidence

2020

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Participants’ memory performance is normally poorer when a subset of previously learned items is provided as retrieval cues than none of the retrieval cues is provided. This phenomenon is called the part-list cuing effect, which has been discovered in numerous behavioral studies. However, there is currently no relevant behavioral or event-related potential (ERP) research to investigate whether the forgetting effect caused by part-list cues is more sensitive to recollection or to familiarity. By combining the part-list cuing paradigm with the Remember/Know procedure, we investigated this issue in the present ERP study. Behavioral data showed part-list cuing induced detrimental effect in two aspects: significantly lowered familiarity of the target items and decreased memory discrimination score ( P r score) for “Know” but not for “Remember” items in the part-list cue condition than in the no-part-list cue condition. ERP data revealed that the FN400 old/new effects, which are associated with familiarity, were absent when providing part-list cues, whereas the late positive complex (LPC) old/new effects, which are associated with recollection, were observed comparably in both part-list cue and no-part-list cue conditions. Converging behavioral and ERP results suggested that part-list cues hindered familiarity-based retrieval but not recollection-based retrieval of item recognition. Theoretical implications of the findings for the part-list cuing effect are discussed.

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Lack of source memory as a potential marker of early assimilation of novel items into current knowledge

2023

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A role for familiarity in supporting the testing effect over time

Cited by 5 publications

References 73 publications

Exploring The Potential of Microlearning for Toefl Ibt Preparation Among High School Students

Exploring The Potential of Microlearning for Toefl Ibt Preparation Among High School Students

Part-List Cues Hinder Familiarity but Not Recollection in Item Recognition: Behavioral and Event-Related Potential Evidence

Lack of source memory as a potential marker of early assimilation of novel items into current knowledge

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