Improving Study Strategies Through Testing Experience

Crisostomo, Marisa

Improving Study Strategies Through Testing Experience

dc.contributor.advisor	Kimball, Daniel
dc.contributor.author	Crisostomo, Marisa
dc.contributor.committeeMember	Gronlund, Scott
dc.contributor.committeeMember	Terry, Robert
dc.contributor.committeeMember	Mendoza, Jorge
dc.contributor.committeeMember	Stewart, Sepideh
dc.date.accessioned	2017-05-16T14:11:13Z
dc.date.available	2017-05-16T14:11:13Z
dc.date.issued	2017-05-12
dc.date.manuscript	2017-05-08
dc.description.abstract	Prior research on the Testing Effect has shown that testing previously learned material can result in greater long term memory performance than if the material was restudied (Roediger & Karpicke, 2007). Although the testing can be used as a potent learning event, students seldom use testing as a main study strategy. The following studies attempted to determine if students’ study decisions can be influenced by experience of two different study strategies, one more optimal than the other, such that students choose to retrieve more often. The present experiments had participants either retrieve or restudy cue-target word pairs then make a future study decision about whether to retrieve or restudy items. The results suggest that differential experience of study strategies is not necessary to improve study decisions and that study decisions may be resistant to change.	en_US
dc.identifier.uri	http://hdl.handle.net/11244/50884
dc.language	en_US	en_US
dc.subject	Cognitive Psychology	en_US
dc.thesis.degree	Ph.D.	en_US
dc.title	Improving Study Strategies Through Testing Experience	en_US
ou.group	College of Arts and Sciences::Department of Psychology	en_US