Johannes Bartl
Biographic Data
| ID | 9608738 |
|---|---|
| NAME | Johannes Bartl |
| GIVEN NAMES | Johannes |
| FAMILY NAME | Bartl |
| SIGNATURE | BARTL J |
| AFFILIATIONS | Department of Experimental Psychology, Regensburg University, Regensburg, Germany |
| ORCID | 0000-0003-1547-6450 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| 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…
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…
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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…
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…
Cognitive psychology (3 works) · Memory Processes and Influences (3 works) · Psychology (3 works) · Recall (2 works) · Social Psychology (2 works) · Child and Animal Learning Development (1 work) · Cued recall (1 work) · Deception detection and forensic psychology (1 work) · Educational Strategies and Epistemologies (1 work) · Forgetting (1 work)