Pretesting prior to a study session has been shown to benefit memory for pretested information compared to traditional study. While previous research has not found a detriment to non-pretested but related material, it is possible that taxing attention by increasing the playback speed of presented material could reveal such impairments. The current study (N = 239) compared multiple-choice learning from educational videos at 1x, 1.5x, and 2x speeds. Three videos (one at each speed) were presented after a pretest, for which half of the tested material was pretested, and half was not (non-pretested related). Another three videos were presented without a pretest (non-pretested). Benefits from pretesting and impairments associated with increased playback speed were observed, but no evidence of impairments to non-pretested related information were observed even at an increased playback speed. These results are inconsistent with an attentional account of the pretesting effect.
| Identifer | oai:union.ndltd.org:MSSTATE/oai:scholarsjunction.msstate.edu:td-7171 |
| Date | 10 May 2024 |
| Creators | Ramirez Perez, Oscar |
| Publisher | Scholars Junction |
| Source Sets | Mississippi State University |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Theses and Dissertations |
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