| dc.contributor.advisor | Fazio, Lisa | |
| dc.contributor.author | Zhang, Mimi | |
| dc.date.accessioned | 2019-05-07T17:31:57Z | |
| dc.date.available | 2019-05-07T17:31:57Z | |
| dc.date.issued | 2019-03-15 | |
| dc.identifier.uri | http://hdl.handle.net/1803/9471 | |
| dc.description | (Course Title: PSY-PC 4999 Honors Thesis; Mentor: Dr. Lisa Fazio)
Despite substantial evidence showing that retrieval practice is beneficial for learning, there is no universally agreed-upon theory about why this learning technique is effective. The first goal of the present study was to test the episodic context account of retrieval-based learning. In addition, past studies have demonstrated that testing of semantically related material benefits memory of initially non-tested material (a phenomenon called retrieval-induced facilitation). The second goal was to investigate whether this benefit extends to non-tested spatially-close material. Participants studied nine maps; each containing one target and eight objects representing the contextual information. Then they restudied the complete maps, restudied the maps only containing the target, or retrieved the target’s location. According to the results, retrieval practice did not improve retention for either the target or other non-tested objects within the map as compared to restudy. Our findings have important implications of when retrieval practice is or is not beneficial. | en_US |
| dc.description.sponsorship | Thesis completed in partial fulfillment of the requirements of the Honors Program in Psychological Sciences | en_US |
| dc.language.iso | en_US | en_US |
| dc.publisher | Vanderbilt University | en_US |
| dc.subject | testing effect | en_US |
| dc.subject | episodic retrieval | en_US |
| dc.subject | retrieval practice | en_US |
| dc.subject.lcsh | Cognitive psychology | en_US |
| dc.title | The Effect of Retrieval Practice on Memory for Spatial Information | en_US |
| dc.type | Thesis | en_US |
| dc.description.school | Vanderbilt University | en_US |
