Testing effects for common versus proper names

被引:7
|
作者
Sensenig, Amanda E. [1 ]
Littrell-Baez, Megan K. [2 ]
DeLosh, Edward L. [3 ]
机构
[1] Bluffton Univ, Dept Social Sci, Bluffton, OH 45817 USA
[2] Univ Missouri, Dept Psychol, Kansas City, MO 64110 USA
[3] Colorado State Univ, Dept Psychol, Ft Collins, CO 80523 USA
关键词
Testing; Memory; Proper names; Semantic processing; LONG-TERM RETENTION; ELABORATIVE RETRIEVAL; FEEDBACK; EXPLANATION; INFORMATION; DIFFICULT; RECALL; FACES; GAME;
D O I
10.1080/09658211.2011.599935
中图分类号
B84 [心理学];
学科分类号
04 ; 0402 ;
摘要
The present study examines the testing effect as a function of item meaningfulness. In Experiments 1 and 2 participants studied lists of words that could serve as proper names or occupations (e. g., Mr Baker or baker), with the items given in a name context for one group and an occupation context for a second group. During an intervening phase participants restudied some items and were given a cued recall test (Experiment 1) or a free recall test (Experiment 2) on other items. On a final free recall test memory was better for tested items than studied items in both the name and occupation contexts. Experiment 3 followed the same procedure as Experiment 1, except that participants studied lists of proper names that do not have alternative uses in the English language (e. g., Mr Anderson) or studied concrete nouns (e. g., letter). Tested items were better remembered on a final test than studied items, and there was no interaction with type of study material. These results show that the testing effect extends to proper names, material that is commonly assumed to differ from common names on several dimensions.
引用
收藏
页码:664 / 673
页数:10
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