Franklin Zaromb

Publications28
h-index14
Citations990
Highly Influential Citations49
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Retrieval Mode Distinguishes the Testing Effect from the Generation Effect.
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Age dissociates recency and lag recency effects in free recall.
TLDR
Although the older adults initiated recall in the same manner in both immediate and delayed free recall, temporal proximity of study items (contiguity) exerted a much weaker influence on recall transitions in older adults, suggesting that an associative deficit may be an important contributor to older adults' well-known impairment in free recall.
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The testing effect in free recall is associated with enhanced organizational processes
TLDR
The results suggest that the benefit of testing in free recall learning arises because testing creates retrieval schemas that guide recall.
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Temporal associations and prior-list intrusions in free recall.
TLDR
Although repetition enhanced recall of list items, subjects were significantly more likely to make PLIs following the recall of repeated items, suggesting that temporal associations formed in earlier lists can induce recall errors.
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Using Popular Films to Enhance Classroom Learning
TLDR
Teachers should use popular history films with caution and should warn students about major inaccuracies in the films, as watching such films influences people's ability to remember associated texts.
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Cross-Cultural Dimensions of Meaning in the Evaluation of Events in World History?
The universality versus culture specificity of quantitative evaluations (negative-positive) of 40 events in world history was addressed using World History Survey data collected from 5,800 university…
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Collective memories of three wars in United States history in younger and older adults
TLDR
The study shows that collective memories can be studied empirically and can differ depending on whether the events are experienced personally or learned from historical sources.
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Comprehension as a basis for metacognitive judgments: effects of effort after meaning on recall and metacognition.
TLDR
This study examines free recall and metacognitive judgments of ambiguous sentences studied with and without clues to facilitate their comprehension and adds to a growing literature showing students' ignorance of factors affecting their own learning.
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1.02 – A Typology of Memory Terms
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The effects of “effort after meaning” on recall: Differences in within- and between-subjects designs
TLDR
The dissociative effects of experimental design on sentence recall and order reconstruction suggest that effort after meaning might enhance memory for study items at the cost of impairing memory for temporal order information.
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