The Effect Of Standard Classroom Tests On A Memory Test Essay

1430 Words Oct 29th, 2014 6 Pages
Grant, et al (1998) experimented with “40 participants who read a two-page article under silent or noisy conditions.” Participants were then tested with matching or mismatching conditions example; silent study/silent test and noisy study/noisy test or silent study/noisy test etc. The design of the test was to imitate standard classroom tests, and assess the participant’s ability to comprehend new material (i.e. memory for meaning). To accommodate the possibility that context-dependency effects vary with different types of tests, participants completed both a short answer re-call and multiple-choice recognition test (Grant, et al., 1998). However, environmental context-dependency effects occurred when the to-be remembered material originally studied displayed a better performance on a memory test, for example; the matching condition (noisy study) and then a mismatching condition (silent test) received better results than with a matching condition (silent study/silent test).

Despite whether a short answer or a multiple choice test was used, the results showed that “there are context-dependency effects for newly learned meaningful memory material” (Grant, et al., 1998). For both forms of test’s, studying and testing with the same conditions in a matching environment (e.g. silent study/ silent test) was proven more beneficial (Grant, et al., 1998).

The discussion explained that there was no overall interruption in performance when frequent background noise…

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