title: Testing effects in mixed- versus pure-list designs.
abstract: In the present study, we investigated the role of list composition in the testing effect. Across three experiments, participants learned items through study and initial testing or study and restudy. List composition was manipulated, such that tested and restudied items appeared either intermixed in the same lists (mixed lists) or in separate lists (pure lists). In Experiment 1, half of the participants received mixed lists and half received pure lists. In Experiment 2, all participants were given both mixed and pure lists. Experiment 3 followed Erlebacher's (Psychological Bulletin, 84, 212-219, 1977) method, such that mixed lists, pure tested lists, and pure restudied lists were given to independent groups. Across all three experiments, the final recall results revealed significant testing effects for both mixed and pure lists, with no reliable difference in the magnitude of the testing advantage across list designs. This finding suggests that the testing effect is not subject to a key boundary condition-list design-that impacts other memory phenomena, including the generation effect.
authors.affiliation: Department of Psychology, Colorado State University, Fort Collins, CO, 80521, USA, rowlandc@colostate.edu.
authors.forename: Christopher A
authors.initials: CA
authors.lastname: Rowland
authors.forename: Megan K
authors.initials: MK
authors.lastname: Littrell-Baez
authors.forename: Amanda E
authors.initials: AE
authors.lastname: Sensenig
authors.forename: Edward L
authors.initials: EL
authors.lastname: DeLosh
mesh_terms: D000328:Adult; D006801:Humans; D011939:Mental Recall / Q000502:physiology*; D009483:Neuropsychological Tests / Q000592:standards*; D012107:Research Design / Q000592:standards*; D055815:Young Adult