Oliver Kliegl
Biographic Data
| ID | 9608611 |
|---|---|
| NAME | Oliver Kliegl |
| GIVEN NAMES | Oliver |
| FAMILY NAME | Kliegl |
| SIGNATURE | KLIEGL O |
| AFFILIATIONS | University of Regensburg |
| ORCID | 0000-0001-7730-4019 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
The pretesting effect under divided attention
Completing a pretest (e.g., star—?) before receiving correct-answer feedback (e.g., star— night ) can improve long-term retention of the material compared to material that was initially only studied. The present study examined whether this pretesting effect requires attentional resources during the initial pretest stage and the subsequent feedback stage. Two experiments were conducted in which participants studied word pairs which were either pre…
Interpolated pretesting can boost memory of related and distinct prose materials
The pretesting effect refers to the finding that tests performed before to-be learned material is encountered can enhance later retention of the material, even when no correct answers were provided on the initial pretest. The goal of the present study was to examine whether interspersing pretest questions between the study of multiple segments consisting of prose passages can induce a pretesting effect on a final cumulative recall test on all seg…
The role of mediators for the pretesting effect
Taking a pretest (e.g., smoke – ?) before material is studied (smoke – fog) can improve later recall of that material, compared to material which was initially only studied. The goal of the present study was to evaluate for this pretesting effect the potential role of semantic mediators, i.e., of unstudied information that is semantically related to the study material. In all three experiments, subjects studied weakly associated word pairs (e.g.,…
The pretesting effect thrives in the presence of competing information
Taking a pretest (e.g., blanket – ?) before some target material (blanket – sheet) is studied can promote recall of that material on a subsequent final test compared to material which was initially only studied. Here, we examine whether such pretesting can shield the tested material from interference-induced forgetting, which often occurs when before final testing, related material is encountered. We applied a typical pretesting task but asked su…
How retrieval practice and semantic generation affect subsequently studied material
The forward testing effect (FTE) refers to the finding that retrieval practice of previously studied material can facilitate recall of newly studied (critical) material. Such interim retrieval practice can also lead to a differential FTE, i.e., a more pronounced FTE for items at early than later serial positions in the critical material. The present study examined whether this differential FTE also holds with interim semantic generation of extra-…
When retrieval practice promotes new learning – The critical role of study material
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When retrieval practice promotes new learning – The critical role of study material
The pretesting effect thrives in the presence of competing information
Taking a pretest (e.g., blanket – ?) before some target material (blanket – sheet) is studied can promote recall of that material on a subsequent final test compared to material which was initially only studied. Here, we examine whether such pretesting can shield the tested material from interference-induced forgetting, which often occurs when before final testing, related material is encountered. We applied a typical pretesting task but asked su…
How retrieval practice and semantic generation affect subsequently studied material
The forward testing effect (FTE) refers to the finding that retrieval practice of previously studied material can facilitate recall of newly studied (critical) material. Such interim retrieval practice can also lead to a differential FTE, i.e., a more pronounced FTE for items at early than later serial positions in the critical material. The present study examined whether this differential FTE also holds with interim semantic generation of extra-…
The role of mediators for the pretesting effect
Taking a pretest (e.g., smoke – ?) before material is studied (smoke – fog) can improve later recall of that material, compared to material which was initially only studied. The goal of the present study was to evaluate for this pretesting effect the potential role of semantic mediators, i.e., of unstudied information that is semantically related to the study material. In all three experiments, subjects studied weakly associated word pairs (e.g.,…
The pretesting effect under divided attention
Completing a pretest (e.g., star—?) before receiving correct-answer feedback (e.g., star— night ) can improve long-term retention of the material compared to material that was initially only studied. The present study examined whether this pretesting effect requires attentional resources during the initial pretest stage and the subsequent feedback stage. Two experiments were conducted in which participants studied word pairs which were either pre…
Interpolated pretesting can boost memory of related and distinct prose materials
The pretesting effect refers to the finding that tests performed before to-be learned material is encountered can enhance later retention of the material, even when no correct answers were provided on the initial pretest. The goal of the present study was to examine whether interspersing pretest questions between the study of multiple segments consisting of prose passages can induce a pretesting effect on a final cumulative recall test on all seg…
Cognitive psychology (6 works) · Memory Processes and Influences (6 works) · Psychology (6 works) · Recall (4 works) · Computer Science (3 works) · Social Psychology (3 works) · Educational Strategies and Epistemologies (2 works) · Information retrieval (2 works) · Intelligent Tutoring Systems and Adaptive Learning (2 works) · Mathematics (2 works)