Search research articles

ABOUT JoVE

Overview Leadership Blog JoVE Help Center

AUTHORS

Publishing Process Editorial Board Scope & Policies Peer Review FAQ Submit

LIBRARIANS

Testimonials Subscriptions Access Resources Library Advisory Board FAQ

RESEARCH

JoVE Journal Methods Collections JoVE Encyclopedia of Experiments Archive

EDUCATION

JoVE Core JoVE Business JoVE Science Education JoVE Lab Manual Faculty Resource Center Faculty Site

Terms & Conditions of Use

Related Concept Videos

Reliability and Validity

Reliability and Validity

Reliability and validity are two important considerations that must be made with any type of data collection. Reliability refers to the ability to consistently produce a given result. In the context of psychological research, this would mean that any instruments or tools used to collect data do so in consistent, reproducible ways.

Toxicity Testing in Animals

Toxicity Testing in Animals

Toxicity tests in animals are grounded on two main assumptions: first, the effects observed in laboratory animals can be extrapolated to humans, especially when adjusted for body surface area; second, high-dose exposure in animals is essential to identify potential human hazards from lower doses. This is based on the quantal dose-response concept, which faces the challenge of extrapolating results from relatively few test animals to much larger human populations. For example, a 0.01% incidence...

Binet's Contribution to Measures of Intelligence

Binet's Contribution to Measures of Intelligence

Alfred Binet, along with his student Théophile Simon, was tasked by the French Ministry of Education in 1904 to create a method for identifying students who struggled to learn through conventional classroom instruction. This initiative aimed to address overcrowding by placing such students in specialized schools. Binet and Simon developed an intelligence test comprising 30 tasks, ranging from simple commands, like touching one's nose or ear, to more complex tasks, such as drawing designs from...

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by

Same author

Pictures are not always worth a thousand words: Non-probative pictures did not increase the effectiveness of misinformation corrections.

Journal of applied research in memory and cognition·2026

Same author

Does repetition increase perceived truth equally for conspiracy and trivia statements? A registered replication report.

Psychonomic bulletin & review·2026

Same author

Is that true? Examining the effects of question wording on the effectiveness of political fact checks.

Journal of experimental psychology. Applied·2025

Same author

Aesthetic experience is supported by spontaneous autobiographical memory recollection.

Memory & cognition·2025

Same author

How prior knowledge and statement truth affect retrieval experiences over time.

Memory (Hove, England)·2025

Same author

Imagine this: Memories of fiction are used in mental simulations in the absence of lived experience.

Memory & cognition·2025

Search research articles

Related Experiment Video

Updated: May 19, 2026

A Modified Trier Social Stress Test for Vulnerable Mexican American Adolescents

A Modified Trier Social Stress Test for Vulnerable Mexican American Adolescents

Published on: July 10, 2017

Memorial consequences of testing school-aged children.

Elizabeth J Marsh¹, Lisa K Fazio, Anna E Goswick

¹Department of Psychology & Neuroscience, Duke University, Durham, NC 27708-0086, USA. emarsh@psych.duke.edu

Memory (Hove, England)

|August 16, 2012

Summary

Retrieval practice aids learning, but multiple-choice tests can hinder memory in children. Immediate feedback eliminates negative testing effects for young learners.

More Related Videos

Highlighting and Reducing the Impact of Negative Aging Stereotypes During Older Adults' Cognitive Testing

Highlighting and Reducing the Impact of Negative Aging Stereotypes During Older Adults' Cognitive Testing

Published on: January 24, 2020

Using Practice Testing, Public Speaking, and Source Monitoring to Examine the Influences of Learning Strategies and Stress on Episodic Memory

Using Practice Testing, Public Speaking, and Source Monitoring to Examine the Influences of Learning Strategies and Stress on Episodic Memory

Published on: June 14, 2019

Related Experiment Videos

Last Updated: May 19, 2026

A Modified Trier Social Stress Test for Vulnerable Mexican American Adolescents

A Modified Trier Social Stress Test for Vulnerable Mexican American Adolescents

Published on: July 10, 2017

Highlighting and Reducing the Impact of Negative Aging Stereotypes During Older Adults' Cognitive Testing

Highlighting and Reducing the Impact of Negative Aging Stereotypes During Older Adults' Cognitive Testing

Published on: January 24, 2020

Using Practice Testing, Public Speaking, and Source Monitoring to Examine the Influences of Learning Strategies and Stress on Episodic Memory

Using Practice Testing, Public Speaking, and Source Monitoring to Examine the Influences of Learning Strategies and Stress on Episodic Memory

Published on: June 14, 2019

Area of Science:

Educational Psychology
Cognitive Science
Child Development

Background:

Retrieval practice is a proven learning enhancement for undergraduates.
Limited research exists on retrieval practice's impact on school-aged children's memory.
Multiple-choice tests may impede learning by minimizing retrieval and introducing errors (lures).

Purpose of the Study:

To investigate the effects of multiple-choice testing on second graders' learning and memory.
To determine if feedback mitigates potential negative impacts of multiple-choice tests.

Main Methods:

Second graders completed a general knowledge multiple-choice test.
Later, they answered short-answer questions, some from the prior multiple-choice test.
Conditions included testing with and without immediate feedback.

Main Results:

Without feedback, prior testing benefited easy questions but harmed performance on hard questions due to lure errors.
The negative testing effect for hard questions was eliminated with immediate feedback.
Feedback provided the correct answer after each multiple-choice selection.

Conclusions:

Multiple-choice tests can negatively impact children's memory, especially for difficult material, without feedback.
Immediate feedback after multiple-choice questions neutralizes these negative effects.
Findings have implications for designing effective educational testing and feedback strategies for young students.