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dc.contributor.advisorTullis, Jonathan
dc.contributor.authorOrwoll, Samantha
dc.creatorOrwoll, Samantha
dc.date.accessioned2018-10-17T02:38:43Z
dc.date.available2018-10-17T02:38:43Z
dc.date.issued2018
dc.identifier.citationOrwoll, Samantha. (2018). STUDENTS' STUBBORNNESS TO CHANGE TESTING CHOICES (Bachelor's thesis, University of Arizona, Tucson, USA).
dc.identifier.urihttp://hdl.handle.net/10150/630308
dc.description.abstractThis paper examines interventions to increase the use of testing as a study strategy. Previous research has examined the testing effect, which is the notion that actively recalling material through testing leads to improved recall of the material later (Karpicke and Roediger, 2007). The increased effectiveness should lead to increased use, but this may not always be the case. Using theory of intelligence and memory controllability research, we designed two interventions to promote the use of testing rather than restudying. A third intervention that explicitly described the benefits of testing was also implemented. Participants learned Swahili-English word pairs and were given the option to restudy or be tested on the material. None of the interventions successfully increased the proportion of words participants chose to be tested on rather than to restudy, revealing the stubbornness of students’ study strategy choices.
dc.language.isoen
dc.publisherThe University of Arizona.
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/
dc.titleSTUDENTS' STUBBORNNESS TO CHANGE TESTING CHOICES
dc.typetext
dc.typeElectronic Thesis
thesis.degree.levelbachelors
thesis.degree.disciplineHonors College
thesis.degree.disciplinePsychology
thesis.degree.nameB.A.
refterms.dateFOA2018-10-17T02:38:43Z


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