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Abstract: Research has demonstrated that taking a test prior to receiving misleading information can lead to greater susceptibility to misinformation (Chan, Thomas, & Bulevich, 2009). The present dissertation aimed to fit these findings within a larger literature on forward effects of testing (e. g., Tulving & Watkins, 1974; Wissman, Rawson, & Pyc, 2011), where initial testing enhances... read moreencoding and learning of subsequently presented information. The present set of experiments examined attention as a possible mechanism underlying the relationship between testing, new learning, and the likelihood of reporting new details in the misinformation paradigm. The pattern of results obtained across experiments indicate that attention to post-event information may impact enhanced suggestibility, and that testing may be one way to promote attention. In contrast, attention was not as important toward facilitating a deeper learning of new, post-test information. These results suggest that retrieval enhanced suggestibility is not merely an indirect example of test-potentiated learning, or forward effects. Rather, retrieval enhanced suggestibility results from a retrieval fluency bias, which may accumulate via an attention mechanism.
Thesis (Ph.D.)--Tufts University, 2015.
Submitted to the Dept. of Psychology.
Advisor: Ayanna Thomas.
Committee: John Bulevich, Ariel Goldberg, Nate Kornell, and Holly Taylor.
Keyword: Cognitive psychology.read less
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