{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/78677"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/78677","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"The role of retrieval during study: from self-paced study time and overt rehearsal","abstract":"The reminding effect (Tullis, Benjamin, & Ross, 2014) describes the increase in recall for a study word when a related word is presented later in the study list. However, because the process of reminding is thought to occur during study, measures of test performance are only indirect indices of reminding and consequently subject to additional influences. The present research seeks evidence of reminding during encoding, and relates those study behaviors to the more remote consequences at test. In both experiments, participants were presented pairs of related and unrelated words that were separated by various lags. In Experiment 1, self-paced study times were collected and used to index the on-line process of reminding. In Experiment 2, participants were instructed rehearse out loud anything that came to mind during study. In both experiments, the reminding effect was observed at retrieval and reminding-relevant activities during encoding were predictive of later memory. In Experiment 1, more study time allotted to an associate of an earlier item predicted better memory for its earlier counterpart. Similarly, in Experiment 2, overt rehearsal partially mediated the benefit to memory engendered by semantic associations across items. These two different on-line measures of reminding at study help establish a causal link between the action of reminding at study and later consequences at test.","abstract_html":"The reminding effect (Tullis, Benjamin, & Ross, 2014) describes the increase in recall for a study word when a related word is presented later in the study list. However, because the process of reminding is thought to occur during study, measures of test performance are only indirect indices of reminding and consequently subject to additional influences. The present research seeks evidence of reminding during encoding, and relates those study behaviors to the more remote consequences at test. In both experiments, participants were presented pairs of related and unrelated words that were separated by various lags. In Experiment 1, self-paced study times were collected and used to index the on-line process of reminding. In Experiment 2, participants were instructed rehearse out loud anything that came to mind during study. In both experiments, the reminding effect was observed at retrieval and reminding-relevant activities during encoding were predictive of later memory. In Experiment 1, more study time allotted to an associate of an earlier item predicted better memory for its earlier counterpart. Similarly, in Experiment 2, overt rehearsal partially mediated the benefit to memory engendered by semantic associations across items. These two different on-line measures of reminding at study help establish a causal link between the action of reminding at study and later consequences at test.","abstract_has_math":false,"creators":["McKinley, Geoffrey Logan"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"M.A.","degree_level":"Thesis","degree_discipline":"Psychology","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-07-22T22:33:57Z","date_published":"2015-07-22T22:33:57Z","updated_at":"2026-07-22T22:26:12Z","subjects":["reminding","retrieval"],"languages":["en"],"rights":["Copyright 2015 Geoffrey McKinley"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/78677","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["McKinley, Geoffrey Logan"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-07-22T22:33:57Z","2017-07-23T09:15:17Z","2015-05","2015-04-27","2015-5"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A."]},{"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":["reminding","retrieval"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2015 Geoffrey McKinley"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/78677"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The reminding effect (Tullis, Benjamin, & Ross, 2014) describes the increase in recall for a study word when a related word is presented later in the study list. However, because the process of reminding is thought to occur during study, measures of test performance are only indirect indices of reminding and consequently subject to additional influences. The present research seeks evidence of reminding during encoding, and relates those study behaviors to the more remote consequences at test. In both experiments, participants were presented pairs of related and unrelated words that were separated by various lags. In Experiment 1, self-paced study times were collected and used to index the on-line process of reminding. In Experiment 2, participants were instructed rehearse out loud anything that came to mind during study. In both experiments, the reminding effect was observed at retrieval and reminding-relevant activities during encoding were predictive of later memory. In Experiment 1, more study time allotted to an associate of an earlier item predicted better memory for its earlier counterpart. Similarly, in Experiment 2, overt rehearsal partially mediated the benefit to memory engendered by semantic associations across items. These two different on-line measures of reminding at study help establish a causal link between the action of reminding at study and later consequences at test.","Submission published under a 24 month embargo labeled 'U of I only', the embargo will last until 2017-05-01","The student, Geoffrey McKinley, accepted the attached license on 2015-04-26 at 11:40.","The student, Geoffrey McKinley, submitted this Thesis for approval on 2015-04-26 at 11:49.","This Thesis was approved for publication on 2015-04-27 at 13:18.","DSpace SAF Submission Ingestion Package generated from Vireo submission #8110 on 2015-07-22 at 14:18:54","Made available in DSpace on 2015-07-22T22:33:57Z (GMT). No. of bitstreams: 2 MCKINLEY-THESIS-2015.pdf: 431497 bytes, checksum: 7317029f1c3e80c8b0246be521749f6c (MD5) LICENSE.txt: 4214 bytes, checksum: fcca03327c6b5c4740211886c56a351d (MD5) Previous issue date: 2015-04-27","Embargo set by: Seth Robbins for item 79918 Lift date: 2017-07-22T22:34:16Z Reason: Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD system","U of I Only Restriction Lifted for Item 79918 on 2017-07-23T09:15:17Z."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["The role of retrieval during study: from self-paced study time and overt rehearsal"]}]}],"canonical_facts":{"dc:creator":["McKinley, Geoffrey Logan"],"dc:date":["2015-07-22T22:33:57Z","2017-07-23T09:15:17Z","2015-05","2015-04-27","2015-5"],"dc:description":["The reminding effect (Tullis, Benjamin, & Ross, 2014) describes the increase in recall for a study word when a related word is presented later in the study list. However, because the process of reminding is thought to occur during study, measures of test performance are only indirect indices of reminding and consequently subject to additional influences. The present research seeks evidence of reminding during encoding, and relates those study behaviors to the more remote consequences at test. In both experiments, participants were presented pairs of related and unrelated words that were separated by various lags. In Experiment 1, self-paced study times were collected and used to index the on-line process of reminding. In Experiment 2, participants were instructed rehearse out loud anything that came to mind during study. In both experiments, the reminding effect was observed at retrieval and reminding-relevant activities during encoding were predictive of later memory. In Experiment 1, more study time allotted to an associate of an earlier item predicted better memory for its earlier counterpart. Similarly, in Experiment 2, overt rehearsal partially mediated the benefit to memory engendered by semantic associations across items. These two different on-line measures of reminding at study help establish a causal link between the action of reminding at study and later consequences at test.","Submission published under a 24 month embargo labeled 'U of I only', the embargo will last until 2017-05-01","The student, Geoffrey McKinley, accepted the attached license on 2015-04-26 at 11:40.","The student, Geoffrey McKinley, submitted this Thesis for approval on 2015-04-26 at 11:49.","This Thesis was approved for publication on 2015-04-27 at 13:18.","DSpace SAF Submission Ingestion Package generated from Vireo submission #8110 on 2015-07-22 at 14:18:54","Made available in DSpace on 2015-07-22T22:33:57Z (GMT). No. of bitstreams: 2 MCKINLEY-THESIS-2015.pdf: 431497 bytes, checksum: 7317029f1c3e80c8b0246be521749f6c (MD5) LICENSE.txt: 4214 bytes, checksum: fcca03327c6b5c4740211886c56a351d (MD5) Previous issue date: 2015-04-27","Embargo set by: Seth Robbins for item 79918 Lift date: 2017-07-22T22:34:16Z Reason: Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD system","U of I Only Restriction Lifted for Item 79918 on 2017-07-23T09:15:17Z."],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/2142/78677"],"dc:language":["en"],"dc:rights":["Copyright 2015 Geoffrey McKinley"],"dc:subject":["reminding","retrieval"],"dc:title":["The role of retrieval during study: from self-paced study time and overt rehearsal"],"dc:type":["text"],"thesis:degree_discipline":["Psychology"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:26:12Z"}