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We offered introductory psychology on the World-Wide Web (WWW) and evaluated the on-line format relative to the traditional lecture-test format, using a pretest-posttest nonequivalent control group design. Multiple sections of the introductory course were offered each semester; on-line and lecture sections were taught by the same instructor, the same(More)
Retrieving some members of a memory set impairs later recall of semantically related but not unrelated members (M. C. Anderson, R. A. Bjork, & E. L. Bjork, 1994; M. C. Anderson & B. A. Spellman, 1995). The authors investigated whether this retrieval-induced forgetting effect would generalize to testing procedures other than category-cued recall. Although(More)
College students (134 women and 55 men) participated in introductory psychology courses that were offered largely online (on the World Wide Web) or in a lecture format. Student comprehension skills were inferred from their scores on a multimedia comprehension battery. The learning of content knowledge was affected interactively by comprehension skill level(More)
Subjects' abilities to predict future multiple-choice test performance after reading sections of text were investigated in two experiments. In Experiment 1, subjects who scored above median test performance showed some accuracy in their predictions of that test performance. They gave higher mean ratings to material related to correct than to incorrect test(More)
When people are presented simple and complex pictures and then tested in a same-changed recognition test with a simple or complex form of each, d' is greater for the simple than the complex picture (Pezdek & Chen, 1982). The results of three experiments confirm the robustness of this "asymmetric confusability effect" and test a model of the processes(More)
Delayed judgments of learning for word pairs are more accurate than immediate judgments of learning when the memory test is delayed. In the present experiment, I investigated a similar paradigm with text. Participants predicted performance on texts either immediately after reading the texts or after a delay following the reading of other texts, and tests(More)
In a Web-based general psychology course, students were observed to postpone use of on-line study aids until 2 days prior to examinations, thus negating any influence of advance organizers (Taraban, Maki, & Rynearson, 1999). We attempted to modify this behavior by providing course credit in the form of short quizzes as rewards for using on-line study aids(More)
College students in four experiments placed their hands in ice water (the cold-pressor task) and reported their distress. They simultaneously engaged in different reaction-time (RT) tasks that varied in the amount of attention required for successful performance. In each experiment, which differed in numerous procedural details, RT, error-rate, and(More)
To assess the development of accurate spatial memory and its relationship to organized search strategies, children (18-71 months old) and college students searched for rewards hidden at the ends of the arms of an eight-arm radial maze. Subjects made their first four choices in random order selected by the experimenter (forced choice) or in whatever order(More)