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Multiple Comparison Tests

Multiple Comparison Tests

Multiple comparison test, abbreviated as MCT, is a post hoc analysis generally performed after comparing multiple samples with one or more tests. An MCT will help identify a significantly different sample among multiple samples or a factor among multiple factors.
It would be easy to compare two samples using a significance alpha level of 0.05. In other words, there is only one sample pair to be compared. However, it would be difficult to identify a significantly different sample if the number...

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Related Experiment Video

Updated: Jul 1, 2026

A Dual Task Procedure Combined with Rapid Serial Visual Presentation to Test Attentional Blink for Nontargets

A Dual Task Procedure Combined with Rapid Serial Visual Presentation to Test Attentional Blink for Nontargets

Published on: December 5, 2014

Attention and the forward testing effect.

Neil W Mulligan¹, Zachary L Buchin²

¹Department of Psychology & Neuroscience, University of North Carolina, Chapel Hill, NC, 27599-3270, USA. nmulligan@unc.edu.

Memory & Cognition

|November 11, 2024

Summary

This summary is machine-generated.

Retrieval practice, or the forward testing effect (FTE), enhances subsequent learning regardless of attention levels. This suggests positive memory retrieval effects are automatic, not requiring focused cognitive control.

Keywords:

Attention and memory The forward testing effect The pretesting effect

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Last Updated: Jul 1, 2026

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Area of Science:

Cognitive Psychology
Neuroscience of Memory
Learning Sciences

Background:

Memory retrieval can positively (testing effect) or negatively (retrieval-induced forgetting) impact future memory.
Divided attention impairs encoding but has less effect on retrieval.
Previous research suggests positive retrieval effects are distraction-resistant, while negative effects are eliminated by distraction.

Purpose of the Study:

To investigate the role of attention in the forward testing effect (FTE), where prior retrieval enhances subsequent learning.
To assess if distraction affects the standard FTE and the pretesting effect.

Main Methods:

Experiment 1: Participants engaged in retrieval practice or restudy before learning a new list, under full or divided attention.
Experiment 2: Participants used pretesting (guessing targets) or studying for cue-target pairs, under full or divided attention.

Main Results:

Prior retrieval practice (standard FTE) enhanced subsequent learning more than restudy, irrespective of attention levels (full vs. divided).
Pretesting enhanced memory more than studying, also similarly under full and divided attention.
Both forms of FTE were unaffected by distraction.

Conclusions:

The forward testing effect and pretesting effect are robust to divided attention, indicating they are not dependent on controlled cognitive processes.
These positive consequences of retrieval or retrieval attempts appear to be relatively obligatory.
Findings support specific theories of the standard FTE and pretesting effect, highlighting the automatic nature of these memory benefits.