title: The roles of encoding strategies and retrieval practice in test-expectancy effects.
abstract: We investigated whether expectations for different kinds of memory tests induce qualitatively different encoding strategies. In Experiment 1, participants studied four lists of words and after each list completed a cued-recall test that contained either all semantic or all orthographic cues so as to build up an expectancy for receiving the same type of test for the fifth critical study list. To rule out that the test-expectancy effects in Experiment 1 were due to differences in retrieval practice, in Experiment 2, participants received three practice tests each for both cue-types. Participants' test expectancy for all lists was induced by telling them before each list the type of cue they would receive for the upcoming study list. In both experiments, the critical test contained both expected and unexpected cues. In Experiment 1, participants who expected semantic cues had better recall to the semantic cues than to the orthographic cues and vice versa for those who expected orthographic cues. However, in Experiment 2, there was no effect of test expectancy. These findings suggest that the test-expectancy effects in Experiment 1 were due to more retrieval practice on the expected than unexpected tests rather than to qualitatively different test-expectancy-induced encoding strategies.
authors.affiliation: a Department of Social Sciences , University of Houston-Downtown , Houston , TX , USA.
authors.forename: Kit W
authors.initials: KW
authors.lastname: Cho
authors.affiliation: b Department of Psychology , University at Albany, State University of New York , Albany , NY , USA.
authors.forename: James H
authors.initials: JH
authors.lastname: Neely
mesh_terms: D003463:Cues; D006801:Humans; D007858:Learning / Q000502:physiology*; D011939:Mental Recall / Q000502:physiology*; D009483:Neuropsychological Tests; D011214:Practice, Psychological
keywords: Test expectancy; retrieval practice; self-regulated learning strategies; test-potentiated learning