Location
CSU Ballroom
Start Date
21-4-2014 2:00 PM
End Date
21-4-2014 3:30 PM
Student's Major
Psychology
Student's College
Social and Behavioral Sciences
Mentor's Name
Karla Lassonde
Mentor's Email Address
karla.lassonde@mnsu.edu
Mentor's Department
Psychology
Mentor's College
Social and Behavioral Sciences
Description
The Testing Effect is known to enhance learning and long-term retention through repeated-testing (Roediger & Karpicke, 2006). One variable that has yet to be considered is the role of sustained attention on the efficacy of the testing effect. The goal of this study is to combine a measure of sustained attention (i.e., Sustained Attention Response Test-SART; Robertson, Manly, Andrade, Baddeley, & Yiend, 1997) with repeated quizzing of video lecture content to determine if sustained attention is important for the testing effect. Participants will be given the SART assessment and based on their score, as determined to be either high or low sustained attention, will be assigned to one of the following conditions: repeated testing, restudy, or control. We are interested in how participants with high sustained attention compare to those with low sustained attention on the video lecture tests. Specifically, we wonder whether or not high SART scores will influence the testing effect; that is, could participants with high attention do as well on the cumulative test as low sustainers who are in the repeated testing condition. Implications for teaching and learning will be discussed as well as inferring how results might be applied to populations diagnosed with attentional disorders.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Included in
Is Sustained Attention Important for the Testing Effect?
CSU Ballroom
The Testing Effect is known to enhance learning and long-term retention through repeated-testing (Roediger & Karpicke, 2006). One variable that has yet to be considered is the role of sustained attention on the efficacy of the testing effect. The goal of this study is to combine a measure of sustained attention (i.e., Sustained Attention Response Test-SART; Robertson, Manly, Andrade, Baddeley, & Yiend, 1997) with repeated quizzing of video lecture content to determine if sustained attention is important for the testing effect. Participants will be given the SART assessment and based on their score, as determined to be either high or low sustained attention, will be assigned to one of the following conditions: repeated testing, restudy, or control. We are interested in how participants with high sustained attention compare to those with low sustained attention on the video lecture tests. Specifically, we wonder whether or not high SART scores will influence the testing effect; that is, could participants with high attention do as well on the cumulative test as low sustainers who are in the repeated testing condition. Implications for teaching and learning will be discussed as well as inferring how results might be applied to populations diagnosed with attentional disorders.
Recommended Citation
Almoite, Maria and Jessica Kay. "Is Sustained Attention Important for the Testing Effect?." Undergraduate Research Symposium, Mankato, MN, April 21, 2014.
https://cornerstone.lib.mnsu.edu/urs/2014/poster_session_B/31
