Does testing enhance mediation in paired-associate learning?

References

• Anderson, J. R. (1983). A spreading activation theory of memory. Journal of Verbal Learning and Verbal Behavior, 22, 261–295. doi: 10.1016/S0022-5371(83)90201-3
   Google Scholar
• Atkinson, R. C., & Raugh, M. R. (1974). An application of the mnemonic keyword method to the acquisition of a Russian vocabulary. Journal of Experimental Psychology: Human Learning and Memory, 1(2), 126. https://doi.org/10.1037/0278-7393.1.2.126
   Google Scholar
• Balota, D. A., & Lorch, R. F. (1986). Depth of automatic spreading activation: Mediated priming effects in pronunciation but not in lexical decision. Journal of Experimental Psychology: Learning, Memory, and Cognition, 12(3), 336–345. https://doi.org/10.1037/02787393.12.3.336
   Web of Science ®Google Scholar
• Bugelski, B. R. (1968). Images as mediators in one-trial paired-associate learning: II. Self-timing in successive lists. Journal of Experimental Psychology, 77(2), 328–334. https://doi.org/10.1037/h0025771
   PubMedGoogle Scholar
• Carpenter, S. K. (2009). Cue strength as a moderator of the testing effect: The benefits of elaborative retrieval. Journal of Experimental Psychology: Learning, Memory, and Cognition, 35(6), 1563–1569. doi: 10.1037/a0017021
   PubMed Web of Science ®Google Scholar
• Carpenter, S. K. (2011). Semantic information activated during retrieval contributes to later retention: Support for the mediator effectiveness hypothesis of the TE. Journal of Experimental Psychology: Learning, Memory, and Cognition, 37(6), 1547–1552. https://doi.org/10.1037/a0024140
   PubMed Web of Science ®Google Scholar
• Carpenter, S. K., & DeLosh, E. L. (2006). Impoverished cue support enhances subsequent retention: Support for the elaborative retrieval explanation of the testing effect. Memory & Cognition, 34(2), 268–276. doi: 10.3758/BF03193405
   PubMed Web of Science ®Google Scholar
• Cho, K. W., Neely, J. H., Brennan, M. K., Vitrano, D., & Crocco, S. (2017). Does testing increase spontaneous mediation in learning semantically related paired associates? Journal of Experimental Psychology: Learning, Memory, and Cognition, 43(11), 1768–1778. https://doi.org/10.1037/xlm0000414
   PubMed Web of Science ®Google Scholar
• Coppens, L. C., Verkoeijen, P. J. L., Bouwmeester, S., & Rikers, R. M. J. P. (2016). The testing effect for mediator final test cues and related final test cues in online and laboratory experiments. BioMed Central Psychology, 4(25), 1–14. https://doi.org/10.1186/s40359-016-0127-2
   Google Scholar
• Dolean, D. D. (2014). Using the keyword method in the classroom: Is the interacting imagery necessary? System, 45, 17–26. https://doi.org/10.1016/j.system.2014.04.003
   Web of Science ®Google Scholar
• Ericsson, K. A., & Simon, H. A. (1980). Verbal reports as data. Psychologial Review, 87(3), 215–251. https://doi.org/10.1037/0033-295X.87.3.215
   Web of Science ®Google Scholar
• Faul, F., Erdfelder, E., Lang, A.-G., & Buchner, A. (2007). G*Power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behavior Research Methods, 39, 175–191. https://doi.org/10.3758/BF03193146
   PubMed Web of Science ®Google Scholar
• JASP Team. (2019). JASP (Version 0.11.1) [Computer software].
   Google Scholar
• Landauer, T. K., Foltz, P. W., & Laham, D. (1998). An introduction to latent semantic analysis. Discourse Processes, 25(2-3), 259–284. https://doi.org/10.1080/01638539809545028
   Web of Science ®Google Scholar
• Levin, J. R., Shriberg, L. K., Miller, G. E., McCormick, C. B., & Levin, B.B. (1980). The keyword method in the classroom: How to remember the states and their capitals. The Elementary School Journal, 80(4). https://doi.org/10.1086/461188
   Web of Science ®Google Scholar
• McDermott, K. B. (2021). Practicing retrieval facilitates learning. Annual Reviews, 72, 609–633. https://doi.org/10.1146/annurev-psych-010419-051019
   Google Scholar
• Nelson, D. L., McEvoy, C. L., & Schreiber, T. A. (2004). The University of South Florida free association, rhyme, and word fragment norms. Behavior Research Methods, Instruments, & Computers, 36(3), 402–407. https://doi.org/10.3758/BF03195588
   PubMedGoogle Scholar
• Pyc, M. A., & Rawson, K. A. (2010). Why testing improves memory: Mediator effectiveness hypothesis. Science, 330, 335–335. https://doi.org/10.1126/science.1191465
   PubMed Web of Science ®Google Scholar
• Pyc, M. A., & Rawson, K. A. (2012). Why is test-restudy practice beneficial for memory? An evaluation of the mediator shift hypothesis. Journal of Experimemtal Psychology: Learning, Memory, and Cognition, 38(3), 737–746. https://doi.org/10.1037/a0026166
   PubMed Web of Science ®Google Scholar
• Rawson, K. A., Vaughn, K. E., & Carpenter, S. K. (2015). Does the benefit of testing depend on lag, and if so, why? Evaluating the elaborative retrieval hypothesis. Memory & Cognition, 43(4), 619–633. https://doi.org/10.3758/s13421-014-0477-z
   PubMed Web of Science ®Google Scholar
• Roediger, H. L., & Butler, A. C. (2011). The critical role of retrieval practice in long-term retention. Trends in Cognitive Science, 15(1), 20–27. https://doi.org/10.1016/j.tics.2010.09.003
   PubMed Web of Science ®Google Scholar
• Roediger, H. L., & Karpicke, J. D. (2006a). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17(3), 249–255. https://doi.org/10.111/j.1467-9280.2006.01693.x
   PubMed Web of Science ®Google Scholar
• Roediger, H. L., & Karpicke, J. D. (2006b). The power of testing memory: Basic research and implications for educational practice. Perspectives on Psychological Science, 1(3), 181–210. https://doi.org/10.111/j.1745-6916.2006.00012.x
   Web of Science ®Google Scholar
• Rosenheck, M. B., Levin, M. E., & Levin, J. R. (1989). Learning botany concepts mnemonically: Seeing the forest and the trees. Journal of Educational Psychology, 81(2), 196–203. https://doi.org/10.1037/0022-0663.81.2.196
   Web of Science ®Google Scholar
• Rouder, J. N., Morey, R., Speckman, P. L., & Province, J. M. (2012). Default Bayes factors for ANOVA designs. Journal of Mathematical Psychology, 56, 356–374. https://doi.org/10.1016/j.jmp.2012.08.001
   Web of Science ®Google Scholar
• Rowland, C. A. (2014). The effect of testing versus restudy on retention: A meta-analytic review of the TE. Psychonomic Bulletin, 140(6), 1432–1463. https://doi.org/10.1037/a0037559
   PubMed Web of Science ®Google Scholar
• Shriberg, L. K., Levin, J. R., McCormick, C. B., & Pressley, M. (1982). Learning about “famous” people via the keyword method. Journal of Educational Psychology, 74(2), 238–247. https://doi.org/10.1037/0022-0663.74.2.238
   Web of Science ®Google Scholar
• Van Doorn, J., van den Bergh, D., Bohm, U., Dablander, F., Derks, K., Draws, T., Etz, A., Evans, N. J., Gronau, Q. F., Hinne, M., Kucharsky, S., Ly, A., Marsman, M., Matzke, D., Gupta, A. R. K. N., Sarafoglou, A., Stefan, A., Voelkel, J. G., & Wagenmakers, E. (2019). The JASP guidelines for conducting and reporting a Bayesian analysis. https://doi.org/10.31234/osf.io/yqxfy5ylr.
   Google Scholar
• Wyra, M., Lawson, M. J., Hungi, N. (2007). The mnemonic keyword method: The effects of bidirectional retrieval training and of ability to image on foreign language vocabulary recall. Learning and Instruction, 17(3), 360–371. https://doi.org/10.1016/j.learninstruc.2007.02.008
   Web of Science ®Google Scholar
• Yang, C., Luo, L., Vadillo, M. A., Yu, R., & Shanks, D. R. (2021). Testing (quizzing) boosts classroom learning: A systematic and meta-analytic review. Psychological Bulletin, http://doi.org/10.1037/bul0000309
   Google Scholar