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Related Experiment Video

Updated: Dec 8, 2025

Using Practice Testing, Public Speaking, and Source Monitoring to Examine the Influences of Learning Strategies and Stress on Episodic Memory
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Are test-expectancy effects better explained by changes in encoding strategies or differential test experience?

Michelle L Rivers1, John Dunlosky1

  • 1Department of Psychological Sciences.

Journal of Experimental Psychology. Learning, Memory, and Cognition
|September 17, 2020
PubMed
Summary
This summary is machine-generated.

Learners adapt their study strategies based on expected test formats, even with equal test experience. This supports the encoding-strategy adaptation hypothesis, showing tailored learning for cued-recall versus free-recall tests.

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Area of Science:

  • Cognitive Psychology
  • Educational Psychology
  • Memory Research

Background:

  • The encoding-strategy adaptation hypothesis suggests learners adjust study methods based on anticipated test formats.
  • Previous evidence for this hypothesis was potentially confounded by unequal test format experience.
  • This study addresses whether adaptation occurs when learners have equivalent experience with different test types.

Purpose of the Study:

  • To investigate if learners adapt encoding strategies when anticipating specific test formats, independent of prior test experience.
  • To examine the influence of associative strength manipulations on different recall test formats.
  • To provide evidence supporting the encoding-strategy adaptation hypothesis under controlled conditions.

Main Methods:

  • Participants studied cue-target word pairs across three experiments.
  • Following each study list, participants completed either a cued-recall or a free-recall test, with equal experience for both.
  • A final critical test assessed performance based on expected versus unexpected test formats, with manipulations of cue-target and target-target associative strengths.

Main Results:

  • Participants performed better on the critical test when the format matched their expectations, for both cued and free recall.
  • Cue-target associative strength significantly impacted cued-recall more than free-recall.
  • Target-target associative strength influenced free-recall more than cued-recall, aligning with self-reported strategy use.

Conclusions:

  • Findings support the encoding-strategy adaptation hypothesis, demonstrating learners adjust strategies based on anticipated test formats.
  • Learners employ more cue-target associative strategies when expecting cued recall.
  • Learners utilize more target-focused strategies when anticipating free recall.