College of Arts and Sciences
Master of Science in Psychological Science (MSPS)
NACO controlled Corporate Body
University of North Florida. Department of Psychology
Dr. Sara Davis
Dr. Juliana Leding
Dr. Lori Lange
Dr. Jody Nicholson
The testing effect is a well-studied and robust phenomenon. The forward testing effect is a relatively new phenomenon that has been observed in robust settings with a diverse population. The testing effect (also coined the backwards testing effect) and the forward testing effect share similar benefits and are applicable in similar settings. Research on the forward testing effect has demonstrated underlying mechanisms that differ from the backwards testing effect, illuminating the differences between these two phenomena. Dividing attention during study periods has been revealed to negatively affect the backwards testing effect, significantly reducing its efficacy. The forward testing effect, operating under different underlying mechanisms, may be less susceptible to the negative impact of dividing attention. The current experiment consisted of 135 participants divided into one of four conditions; divided attention/test, divided attention/restudy, full attention/test, and full attention restudy. I hypothesized that dividing attention during encoding will not have the same detrimental effects on the forward testing effect as it does on the backwards testing effect. I hypothesized a main effect of attention, such that the full attention condition will have higher recall on a criterial test. I hypothesized a main effect of testing, such that those in the test condition will have higher recall on a criterial test. A factorial ANOVA analysis revealed a significant forward testing effect. The results of the experiment help to elaborate a resource theory explanation for the FTE. Limitations to be considered include online participants and the inclusion of only an auditory attention manipulation.
Garcia, Nicholas H., "Divided Attention and its Effect on Forward Testing" (2022). UNF Graduate Theses and Dissertations. 1139.