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PRODID: 1
VERSION:2.0
METHOD:PUBLISH
X-WR-TIMEZONE: America/Los_Angeles
DTSTAMP: 20260531T131740
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UID: info@vconferenceonline.com
SUMMARY:Cognitive Psychology Papers II
PRIORITY:0
CATEGORIES:SESSION
CLASS:PUBLIC
DTSTART:20200618T093000
DTEND:20200618T105000
URL: https://event.vconferenceonline.com
DESCRIPTION:<span style="font-size:14px;">CHAIR: ALIA WULFF (TUFTS UNIVERSITY)<br />
<br />
<strong> 9:30am - 9:45am<br />
UPDATING PSYCHOLOGY MISCONCEPTIONS THROUGH SELF-REGULATED LEARNING<br />
</strong>REN&Eacute;E DECARO, AYANNA K. THOMAS (TUFTS UNIVERSITY)<br />
Students can regulate learning; however, little research has examined self-regulated learning in the context of strongly-held misconceptions. In this study, individuals took a test of common misconceptions related to psychology and selected items for which they wanted to receive more information. Individuals regulated learning (i.e., selected items) after they had initially rated confidence or self-relevance of the psychology-related knowledge. Selections were based on prior ratings and affected whether individuals corrected misconceptions on a follow-up test.<br />
<br />
<strong> 9:50am - 10:05am<br />
WARNING AGAINST MISINFORMATION: AN INVESTIGATION INTO RETRIEVAL ENHANCED SUGGESTIBILITY<br />
</strong>ALIA WULFF (TUFTS UNIVERSITY), JESSICA KARANIAN (FAIRFIELD UNIVERSITY), ELIZABETH RACE, AYANNA K. THOMAS (TUFTS UNIVERSITY)<br />
Misleading post-event information impairs memory for an original event. This is exacerbated when an initial test is given, an effect termed retrieval enhanced suggestibility (RES). In a series of two experiments, we manipulated warnings and number of tests to further investigate reconsolidation, a proposed mechanism for RES. We found that the original event memory is accessible following initial testing when given a warning, which has implications for our theoretical understanding of the phenomenon.<br />
<br />
<strong> 10:10am - 10:25am<br />
INTERLEAVING PROMOTES LEARNING OF MATH BECAUSE OF SPACING AND NOT DISCRIMINATION<br />
</strong>NATHAN FOSTER (THE COLLEGE OF WOOSTER)<br />
Interleaving practice of mathematics problems improves learning compared to blocked practice (Rohrer & Taylor, 2007). We evaluated whether distributed practice or discriminative contrast produces this advantage. Participants solved volume formulas using standard interleaving or remote interleaving in which one formula was interleaved with non-volume math problems. The interleaving advantage was observed for both groups compared to blocked controls. Importantly, the interleaving magnitude was the same for both standard and remote interleaved practice.<br />
<br />
<strong>10:30am - 10:45am<br />
RETRIEVAL PRACTICE AND CHEMISTRY EDUCATION: THE LIMITS OF A POWERFUL LEARNING TOOL</strong><br />
GREGORY HUGHES, AYANNA THOMAS (TUFTS UNIVERSITY)<br />
Taking practice tests, or retrieval practice, is a powerful way to enhance long-term memory. With cue-target word pairs, retrieval practice in the forward direction (cue-?) benefits performance on later tests in the forward direction (cue-?) and backward direction (?-target). We extended this research by using verbal-visual pairs (names of molecules - pictorial diagrams of their structures). Contradicting prior work, retrieval practice only benefited memory on tests in the forward, but not backward, direction.</span>
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