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4 results on '"Peter F. Delaney"'

1. The Testing Effect in Immediate Recognition: Tests of the Episodic Context Account

Author

Peter F. Delaney, Yoojin Chang, Peter P. J. L. Verkoeijen, and Research Methods and Techniques

Subjects
03 medical and health sciences, 0302 clinical medicine, 05 social sciences, 0501 psychology and cognitive sciences, Experimental and Cognitive Psychology, Context (language use), Testing effect, Psychology, 030217 neurology & neurosurgery, 050105 experimental psychology, Cognitive psychology
Abstract

Three experiments explored when testing produces immediate advantages over restudying in old/new recognition tests. According to the episodic context account, the study context is reinstate...

Published
2019

2. What Psychology Majors Could (and Should) Be Doing : A Guide to Research Experience, Professional Skills, and Your Options After College

Author

Paul J. Silvia, Peter F. Delaney, Stuart Marcovitch, Paul J. Silvia, Peter F. Delaney, and Stuart Marcovitch

Subjects
Psychology--Research
Abstract

This book will help undergraduate psychology students gain a competitive advantage for life after college, whether their plans include graduate school or work. Professional research experience remains the most important avenue for fostering and demonstrating the skills that employers and grad schools want—skills like writing, public speaking, and statistical reasoning. Thus, the authors emphasize ways to get involved in scholarly research. Updated and expanded, the second edition of What Psychology Majors Could (and Should) Be Doing includes tips for writing CVs and personal statements, empirically validated strategies for succeeding in classes, and guidance to help students think about their options after college. This consummate guide will help students get the most out of your psychology degree!

Published
2017

3. The spacing effect in immediate and delayed free recall

Author

Namrata R. Godbole, Peter F. Delaney, Peter P. J. L. Verkoeijen, and Department of Psychology, Education and Child Studies

Subjects
Time Factors, Forgetting, Dissociation (neuropsychology), Recall, Spacing effect, Retention, Psychology, Incidental learning, Developmental psychology, Free recall, Arts and Humanities (miscellaneous), Mental Recall, Statistics, Humans, Learning, Psychology, General Psychology
Abstract

Spacing repetitions improves learning relative to massing repetitions (the spacing effect). While most studies have examined the spacing effect at short retention intervals, there are contradictory claims about its fate at a delay. Certain empirical findings suggest that the spacing effect persists at a delay. However, a recent theoretical account proposes that in free recall the spacing effect should disappear at a delay. The few studies that have examined the spacing effect at a delay are sub-optimally designed, preventing an unbiased conclusion. The current study used incidental learning and controlled recency and encoding strategy in order to examine the effect of delay on the recall of spaced items within a free recall paradigm. The results demonstrated that the spacing effect persists after a delay. The results point to an important dissociation between intentional forgetting and context-change designs (which produce more forgetting of spaced than massed items) and the passage of time (which produces similar forgetting of spaced and massed items).

Published
2014
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4. Self-evaluation as a moderating factor of strategy change in directed forgetting benefits.

Author

Lili Sahakyan, Peter F. Delaney, and Colleen M. Kelley

Subjects
RECOLLECTION (Psychology), MEMORY, PSYCHOLOGICAL research, LEARNING ability
Abstract

In list method directed forgetting, instructing people to forget a studied word list usually results in better recall for a newly studied list. Sahakyan and Delaney (2003) have suggested that these benefits are due to a change in encoding strategy that occurs between the study of the first list and the study of the second list. To investigate what might mediate such strategy change decisions, in two experiments we induced both forget and remember participants to evaluate their memory performance on the two lists. In Experiment 1, they were asked to explicitly recall the items from the first list before studying the second list. In Experiment 2, after the study of the first list, the participants provided a rapid aggregate judgment of learning. Evaluation eliminated the differences between the forget and remember groups for the second list in both experiments, because the remember group achieved recall levels comparable to those for the forget group. The role of performance evaluation in mediating directed forgetting benefits is discussed. [ABSTRACT FROM AUTHOR]

Published
2004
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