Related Experiment Videos
[On the relationship between recognition memory of items and test-retest effect]
1Department of Psychology, Faculty of Letters, Tokai Women's College, Kakamigahara, Japan.
Shinrigaku Kenkyu : the Japanese Journal of Psychology
|April 29, 1998
Summary
This study found that implicit memory, not recognition memory, influences test-retest effects in college students. Test-retest effects showed changes in self-ratings but not internal consistency.
Area of Science:
- Psychology
- Cognitive Psychology
- Memory Studies
Context:
- Investigating the test-retest effect in psychological assessments.
- Utilizing a self-evaluative consciousness scale with dummy items.
- Administered to 163 female college students over a one-week interval.
Purpose:
- To examine the relationship between recognition memory of test items and the test-retest effect.
- To analyze changes in self-ratings and internal consistency of the scale.
- To determine the influence of item recognition rate on test-retest effects.
Summary:
- Results indicated clear test-retest effects of Type A and B (changes in self-ratings toward adjustment).
- However, the test-retest effect of Type II (increased internal consistency) was not observed.
- No significant influence of item recognition rate on test-retest effects was found.
Impact:
- Suggests implicit memory, rather than recognition memory, is associated with test-retest effects.
- Challenges previous hypotheses regarding the role of recognition memory in repeated testing.
- Provides insights into memory processes influencing score stability in psychological measures.