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Finding creative and effective ways to support student experiences and student learning in the classroom is an important goal for instructors, especially as remote and hybrid formats become more common and new, educational technologies are recommended. The current work involved the creation and implementation of a curricular innovation using Flip to encourage the use of evidence-based learning strategies and promote a sense of community in a college classroom. A survey was developed and administered as extra credit in a large Introduction to Psychology class in Spring 2021, with questions focused on examining student perceptions of using Flip in the classroom. Results revealed that students enjoyed using Flip for assignments, believed that Flip assignments helped their learning of class content, and recommended the instructor keeping using Flip in future semesters. The current work highlights the versatility and benefit of using Flip as an instructional tool in the classroom.

Research suggests exposure to misinformation continues to impact belief and reasoning, even if that misinformation has been corrected (referred to as the Continued Influence Effect, CIE). The present experiment explores two potentially important factors that may impact the effect: (1) learner age; and (2) length of delay between retraction and final test. During initial learning, participants (both young and older adults) read six scenarios in which a critical piece of misinformation was either retracted or not retracted. Following no delay, a short (10 min) delay, or a long (2 days) delay, participants then answered inferential reasoning questions about the previously studied scenarios to evaluate how (if at all) the prior retraction impacts reliance on misinformation. Outcomes help us to understand the ways in which misinformation (even following retraction) impacts reasoning, an issue of exceeding importance as the proliferation of fake news shows no signs of slowing.

Research suggests exposure to misinformation continues to impact belief and reasoning, even if that misinformation has been corrected (referred to as the "Continued Influence Effect, CIE"). The proposed experiment explores two potentially important factors that may impact the effect: (a) learner age and (b) length of delay between retraction and final test. During initial learning, participants (both young and older adults) will read six scenarios in which a critical piece of misinformation is either retracted or not retracted. Following no delay, a short (10 min) delay, or a long (2 days) delay, participants will then answer inferential reasoning questions about the previously-studied scenarios to evaluate how (if at all) the prior retraction impacts reliance on misinformation. Outcomes will better help us to understand the ways in which misinformation (even following retraction) impacts reasoning, an issue of exceeding importance as the proliferation of fake news shows no signs of slowing.

"Collaborative inhibition" is the counterintuitive finding that learners working in a group recall less information compared with the combined nonredundant output of the same number of learners working individually (Weldon & Bellinger, 1997). Although research has shown that collaborative inhibition occurs for a variety of to-be-learned material, no research has evaluated whether the effect emerges for key-term definitions. In two experiments, learners individually studied key-term definitions during an initial study phase. Learners then completed a retrieval practice phase, which occurred either collaboratively or individually. After a delay, all learners individually completed a final test phase. Performance during the retrieval practice phase is of greatest interest for present purposes. Results established collaborative inhibition such that recall was lower for learners in the collaborative group versus the individual group, which provides novel evidence to the collaborative memory literature by demonstrating that the effect emerges with key-term definitions.

The incorporation of evidence-based practices into the classroom increases achievement and retention of students in STEM. However, the effectiveness of these practices depends on the degree to which faculty are knowledgeable about the strategies and implement the strategies in their teaching. This study investigates the familiarity, adoption, and perceived value of six evidence-based learning strategies (EBLSs): concrete examples, dual coding, elaboration, interleaving, retrieval practice, and spaced practice. A national survey was completed by 606 faculty from across the United States who teach various STEM classes in biology, chemistry, and physics. The results from the survey suggest that overall awareness of EBLSs was relatively low, with the exception of using concrete examples. However, faculty report moderately frequent implementation of several EBLSs into their classrooms and assignments. A majority of faculty report relatively high perceived value of the EBLSs, with the exception of interleaving. Results from the current work can inform professional development opportunities for faculty. [ABSTRACT FROM AUTHOR]

Although memory retrieval often enhances subsequent memory, Peterson and Mulligan (2013) reported conditions under which retrieval produces poorer subsequent recall--the negative testing effect. The item-specific--relational account proposes that the effect occurs when retrieval disrupts interitem organizational processing relative to the restudy condition. Rawson et al. (2015), in contrast, failed to replicate the negative testing effect despite repeated high-powered attempts. This article examines the discrepant results, ruling out differences in procedures, and concludes that differences in participant population produced the varying outcome. Specifically, participants from the University of North Carolina (UNC) and Kent State University (KSU) completed the same version of the negative-testing paradigm and were assessed on several measures of cognitive ability (working memory capacity, Raven's progressive matrices, and SAT or ACT score). For the UNC sample, free recall scores and the amount of category clustering (a measure of organizational processing) was greater in the restudy than retrieval condition (i.e., the negative testing effect was found); for the KSU sample, there was no difference on either measure. Furthermore, in the restudy condition, recall and clustering was greater for UNC than KSU students whereas in the retrieval condition, there was no effect of site on either measure. As expected, measures of cognitive ability were greater for the UNC than KSU sample. The results indicate that the negative testing effect is replicable but is subject to limitation related to the participant population. An analysis in terms of the relationship between cognitive ability and memory predicted this pattern of results.

Recent research on testing effects (i.e., practice tests are more effective than restudy for enhancing subsequent memory) has focused on explaining when and why testing enhances memory. Of particular interest for present purposes, Zaromb and Roediger (2010) reported evidence that testing effects in part reflect enhanced relational processing, which refers to the encoding of similarity among to-be-learned items. The "multifactor account" of testing effects (Peterson & Mulligan, 2013) further distinguishes between processing of cue-target relations ("intraitem relational processing") and processing of relations shared by targets from different items ("interitem relational processing"). The intriguing claim of this account is that testing enhances intraitem relational processing at the expense of interitem relational processing. Confirming predictions of this account, Peterson and Mulligan (2013) found negative testing effects on final free recall and on a measure of interitem relational processing (the same measures on which Zaromb and Roediger found positive testing effects). The original intent of the current research was to resolve this theoretical debate by replicating and extending the findings of Peterson and Mulligan (2013) to identify the locus of the apparent inconsistency in the outcomes reported in these 2 studies. However, 5 high-powered experiments affording 8 comparisons of testing versus restudy did not replicate the negative testing effect on final memory performance nor on most measures of interitem relational processing. Thus, the weight of the evidence supports the conclusion that testing does not impair relational processing.

The current research evaluated the extent to which the grain size of recall practice for lengthy text material affects recall during practice and subsequent memory. The "grain size hypothesis" states that a smaller vs. larger grain size will increase retrieval success during practice that in turn will enhance subsequent memory for lengthy text material. Participants were prompted to recall directly after studying each section (section recall) or after all sections had been studied (whole-text recall) during practice, and then all participants completed a final test after a delay. Results across 7 experiments (including 587 participants and 1,394 recall protocols) partially disconfirmed the predictions of the grain size hypothesis: Although the smaller grain size produced sizable recall advantages during practice as expected ("ds" from 1.02 to 1.87 across experiments), the advantage was substantially or completely attenuated across a delay. Experiments 2-7 falsified several plausible methodological and theoretical explanations for the fragility of the effect, indicating that it was not due to particular text materials, retrieval from working memory during practice, the length of the retention interval, the spacing between study and practice recall, a disproportionate increase in recall of unimportant details, or a deficit in integration of ideas across text sections. In sum, results conclusively establish an initially sizable but mysteriously fragile effect of grain size, for which an explanation remains elusive.

Arnold and McDermott [(2013). Test-potentiated learning: Distinguishing between direct and indirect effects of testing.Journal of Experimental Psychology: Learning, Memory, and Cognition,39, 940–945] isolated the indirect effects of testing and concluded that encoding is enhanced to a greater extent following more versus fewer practice tests, referred to astest-potentiated learning. The current research provided further evidence for test-potentiated learning and evaluated thecovert retrieval hypothesisas an alternative explanation for the observed effect. Learners initially studied foreign language word pairs and then completed either one or five practice tests before restudy occurred. Results of greatest interest concern performance on test trials following restudy for items that were not correctly recalled on the test trials that preceded restudy. Results replicate Arnold and McDermott (2013) by demonstrating that more versus fewer tests potentiate learning when trial time is limited. Results also provide strong evidence against thecovert retrieval hypothesisconcerning why the effect occurs (i.e., it does not reflect differential covert retrieval during pre-restudy trials). In addition, outcomes indicate that the magnitude of the test-potentiated learning effect decreases as trial length increases, revealing an unexpected boundary condition to test-potentiated learning. [ABSTRACT FROM AUTHOR]

Recent research has explored the effects of collaborative testing, showing costs and benefits during learning and for subsequent memory. However, no prior research is informative about whether and how students use collaborative testing in real-world contexts. Accordingly, the primary purpose of the current research was to explore the extent to which students use collaborative testing during self-regulated learning. We conducted three surveys (n= 692 across three samples) asking students about their use of collaborative testing, with a particular interest in conditions under which students report implementing collaborative testing. Among the key outcomes, a majority of students reported using collaborative testing when studying in a group. Additionally, students reported that key term definitions are the material most often used during collaborative testing. Students are also more motivated to use testing and believe testing is more effective and more fun when implemented in a group versus alone. Outcomes also shed light on metacognitive components of collaborative testing, with the student asking (versus answering) the question making the monitoring judgement whereas both students make the control decision about when to terminate practice. We discuss ways in which the collaborative memory literature can be extended to support more successful student learning. [ABSTRACT FROM AUTHOR]