The role of retrieval during study: from self-paced study time and overt rehearsal

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.

Name thesis:degree_name

M.A.

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Psychology

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2015

Author dc:creator

• McKinley, Geoffrey Logan

• reminding
• retrieval

Statement dc:rights

• Copyright 2015 Geoffrey McKinley

Language dc:language

en

Handle dc:identifier

http://hdl.handle.net/2142/78677

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/78677