Using verification feedback to correct errors made on a multiple-choice test.

A key educational challenge is how to correct students' errors and misconceptions so that they do not persist. Simply labelling an answer as correct or incorrect on a short-answer test (verification feedback) does not improve performance on later tests; error correction requires receiving answer feedback. We explored the generality of this conclusion and whether the effectiveness of verification feedback depends on the type of test with which it is paired.

Order information and free recall: evaluating the item-order hypothesis.

The item-order hypothesis proposes that order information plays an important role in recall from long-term memory, and it is commonly used to account for the moderating effects of experimental design in memory research. Recent research (Engelkamp, Jahn, & Seiler, 2003; McDaniel, DeLosh, & Merritt, 2000) raises questions about the assumptions underlying the item-order hypothesis. Four experiments tested these assumptions by examining the relationship between free recall and order memory for lists of varying length (8, 16, or 24 unrelated words or pictures).

Exploring the role of attention during memory retrieval: effects of semantic encoding and divided attention.

Research on attention and memory suggests that semantic encoding leads to retrieval that is highly susceptible to divided attention. Three experiments tested this proposition and showed that dividing attention did not selectively affect semantically encoded items. Participants encoded a list of words in one of two ways: semantically or phonetically.

The interplay of memory and judgment processes in effects of aging on hindsight bias.

Hindsight bias is the phenomenon that after people are presented with the correct answer to a question, their judgment regarding their own past answer to this question is biased toward the correct answer. In three experiments, younger and older adults gave numerical responses to general-knowledge questions and later attempted to recall their responses. For some questions, the correct answer was provided during recall (Experiment 1) or before recall (Experiments 2 and 3).

Generation and context memory.

Generation enhances memory for occurrence but may not enhance other aspects of memory. The present study further delineates the negative generation effect in context memory reported in N. W.

An asymmetry between memory encoding and retrieval. Revelation, generation, and transfer-appropriate processing.

Transfer-appropriate-processing accounts of memory emphasize the similarity of encoding and retrieval processes, and imply that experimental manipulations should have similar effects on encoding and retrieval. Exceptions to this expectation are thus of great interest, but extant exceptions (produced by studies using divided attention, alcohol, and benzodiazepines) are debatable, single dissociations between encoding and retrieval. The present experiments demonstrate a reversed dissociation, in which the same variable produced opposite effects when implemented at encoding and retrieval.

Adult age differences in distinctive processing: the modality effect on false recall.

Age differences in distinctive processing were investigated by examining the effects of study presentation modality on false recall in younger and older adults using the Deese/Roediger and McDermott paradigm. Participants were presented with study words either visually or auditorily. Older adults did not show the typical reduction in false recall after visual, compared to auditory, study presentation (R.