{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/113805"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/113805","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Examining the flexibility, durability, and applicability of the testing effect in natural concept learning","abstract":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2022-04-06 without embargo terms","abstract_html":"Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2022-04-06 without embargo terms","abstract_has_math":false,"creators":["Siler, Jessica"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Psychology","degree_department":null,"school":null,"contributors":["Benjamin, Aaron","Dell, Gary","Sahakyan, Lili","Montag, Jessica","Morrow, Daniel"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-04-29T21:34:04Z","date_published":"2022-04-29T21:34:04Z","updated_at":"2026-07-22T22:24:53Z","subjects":["Psychology"],"languages":["en","eng"],"rights":["Copyright 2021 Jessica Siler"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/113805","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Benjamin, Aaron","Dell, Gary","Sahakyan, Lili","Montag, Jessica","Morrow, Daniel"]},{"key":"dc:creator","label":"Author","values":["Siler, Jessica"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2022-04-29T21:34:04Z","2021-12","2021-09-03"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Psychology"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en","eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2021 Jessica Siler"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/113805"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2022-04-06 without embargo terms","The student, Jessica Siler, accepted the attached license on 2021-09-01 at 16:00.","The student, Jessica Siler, submitted this Dissertation for approval on 2021-09-01 at 16:05.","This Dissertation was approved for publication on 2021-09-03 at 09:30.","DSpace SAF Submission Ingestion Package generated from Vireo submission #17126 on 2022-04-06 at 17:08:38","Made available in DSpace on 2022-04-29T21:34:04Z (GMT). No. of bitstreams: 2 SILER-DISSERTATION-2021.pdf: 2105005 bytes, checksum: 0038e9ab3913fcaa7cc87c04bf42cb58 (MD5) LICENSE.txt: 4210 bytes, checksum: b3da3a0c79847933ae411186f94365db (MD5) Previous issue date: 2021-09-03","The testing effect demonstrates that testing yourself on information is an effective way to enhance learning and memory. One exceptional characteristic of the testing effect is its generalizability over time and circumstance. The memorial benefits of testing have been extended to tasks across many domains, including inference on previously unstudied material. The benefits of testing are also long-lasting. It has been claimed that testing reduces the rate information is forgotten over time, compared to rote restudy. Undoubtedly, testing is a powerful study strategy, yet it continues to be overlooked and undervalued by learners and educators, many of whom use tests merely as means of assessment. The experiments reported here evaluate inference and memory over time, following testing or restudy of members of natural categories. In Experiments 1 and 2 memory and generalization were tested shortly after initial study and again after varying delays. Results from these experiments indicate that retrieval practice does indeed enhance inference for novel members of previously learned categories, and that the benefits are maintained over the duration of these experiments – up to 25 days. An analysis of forgetting rates indicates that retrieval practice does not, however, slow forgetting as compared with restudy. Results from Experiment 3 replicate the findings that testing does not appear to reduce forgetting, but is a potent means of enhancing inference, with long-lasting benefits to memory and inference. Experiments 3 and 4 explored metacognitive awareness and control of testing as a study strategy. Results showed that learners can be appreciative of the benefits of testing and can exert somewhat effective control over their own learning. Together, these studies show that testing remains an incredibly powerful study tool."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Examining the flexibility, durability, and applicability of the testing effect in natural concept learning"]}]}],"canonical_facts":{"dc:contributor":["Benjamin, Aaron","Dell, Gary","Sahakyan, Lili","Montag, Jessica","Morrow, Daniel"],"dc:creator":["Siler, Jessica"],"dc:date":["2022-04-29T21:34:04Z","2021-12","2021-09-03"],"dc:description":["Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2022-04-06 without embargo terms","The student, Jessica Siler, accepted the attached license on 2021-09-01 at 16:00.","The student, Jessica Siler, submitted this Dissertation for approval on 2021-09-01 at 16:05.","This Dissertation was approved for publication on 2021-09-03 at 09:30.","DSpace SAF Submission Ingestion Package generated from Vireo submission #17126 on 2022-04-06 at 17:08:38","Made available in DSpace on 2022-04-29T21:34:04Z (GMT). No. of bitstreams: 2 SILER-DISSERTATION-2021.pdf: 2105005 bytes, checksum: 0038e9ab3913fcaa7cc87c04bf42cb58 (MD5) LICENSE.txt: 4210 bytes, checksum: b3da3a0c79847933ae411186f94365db (MD5) Previous issue date: 2021-09-03","The testing effect demonstrates that testing yourself on information is an effective way to enhance learning and memory. One exceptional characteristic of the testing effect is its generalizability over time and circumstance. The memorial benefits of testing have been extended to tasks across many domains, including inference on previously unstudied material. The benefits of testing are also long-lasting. It has been claimed that testing reduces the rate information is forgotten over time, compared to rote restudy. Undoubtedly, testing is a powerful study strategy, yet it continues to be overlooked and undervalued by learners and educators, many of whom use tests merely as means of assessment. The experiments reported here evaluate inference and memory over time, following testing or restudy of members of natural categories. In Experiments 1 and 2 memory and generalization were tested shortly after initial study and again after varying delays. Results from these experiments indicate that retrieval practice does indeed enhance inference for novel members of previously learned categories, and that the benefits are maintained over the duration of these experiments – up to 25 days. An analysis of forgetting rates indicates that retrieval practice does not, however, slow forgetting as compared with restudy. Results from Experiment 3 replicate the findings that testing does not appear to reduce forgetting, but is a potent means of enhancing inference, with long-lasting benefits to memory and inference. Experiments 3 and 4 explored metacognitive awareness and control of testing as a study strategy. Results showed that learners can be appreciative of the benefits of testing and can exert somewhat effective control over their own learning. Together, these studies show that testing remains an incredibly powerful study tool."],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/2142/113805"],"dc:language":["en","eng"],"dc:rights":["Copyright 2021 Jessica Siler"],"dc:subject":["Psychology"],"dc:title":["Examining the flexibility, durability, and applicability of the testing effect in natural concept learning"],"dc:type":["text","Thesis"],"thesis:degree_discipline":["Psychology"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:24:53Z"}