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You searched for +publisher:"University of North Carolina – Greensboro" +contributor:("Thanujeni Pathman"). Showing records 1 – 2 of 2 total matches.

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University of North Carolina – Greensboro

1. Sipe, Sarah J. Relations in memory: examining the development of children’s episodic and semantic memory.

Degree: 2017, University of North Carolina – Greensboro

The goal of the present study was to examine the development of semantic and episodic memory in middle childhood. Specifically, we sought to understand the relation between episodic and semantic memory by examining how an aspect of semantic memory—spatial semantic knowledge—may influence children’s episodic memory for events and their spatial locations. Children ages 5, 6, and 7 participated in events in 6 exhibits representing locations in a model town in a local children’s museum. Events were manipulated by the extent to which the event and the spatial location match. Event conditions included spatially congruent, incongruent, and independent. After a short delay, children were tested for their recognition of the events and the location in which the event occurred. In addition, a novel semantic interview task directly assessed knowledge of the locations represented in the museum exhibits. Most notably, we found older children to exhibit greater semantic knowledge of locations (as measured through the semantic interview task) and, in the experimental manipulation, we found children’s semantic memory to influence their memory for the locations of events. Results implicate the nature of the relations of children’s semantic and episodic memory as well as the utility of research conducted in naturalistic settings.; Development, Episodic Memory, Museum, Semantic Memory Advisors/Committee Members: Thanujeni Pathman (advisor).

Subjects/Keywords: Memory in children; Semantic memory; Episodic memory; Child psychology

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Sipe, S. J. (2017). Relations in memory: examining the development of children’s episodic and semantic memory. (Masters Thesis). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=22602

Chicago Manual of Style (16th Edition):

Sipe, Sarah J. “Relations in memory: examining the development of children’s episodic and semantic memory.” 2017. Masters Thesis, University of North Carolina – Greensboro. Accessed July 05, 2020. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=22602.

MLA Handbook (7th Edition):

Sipe, Sarah J. “Relations in memory: examining the development of children’s episodic and semantic memory.” 2017. Web. 05 Jul 2020.

Vancouver:

Sipe SJ. Relations in memory: examining the development of children’s episodic and semantic memory. [Internet] [Masters thesis]. University of North Carolina – Greensboro; 2017. [cited 2020 Jul 05]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=22602.

Council of Science Editors:

Sipe SJ. Relations in memory: examining the development of children’s episodic and semantic memory. [Masters Thesis]. University of North Carolina – Greensboro; 2017. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=22602


University of North Carolina – Greensboro

2. Bettencourt, Kathleen M. An investigation of the test-impaired new learning effect with associative recognition.

Degree: 2016, University of North Carolina – Greensboro

The test-impaired new learning (TINL) effect occurs when immediately after a test of old information, new information is presented to the learner. The effect, discovered by Finn and Roediger (2013), is that the new information is not remembered as well as if it were given to the learner after restudying the old information. This effect is important because it is counter to the well-established finding that testing leads to better recall than restudy. In the present research, we investigated the robustness of the TINL effect across two experiments that were identical except the type of test at final recall (associative recognition or cued recall). Participants studied word pairs (e.g., dog spoon), and during a second phase were tested on half the pairs and restudied the other half. Immediately after either a test or restudy trial, a new item was added to each pair (e.g. box), forming a triplet. In Experiment 1a (associative recognition test) participants were to identify pairs of old items as either same or rearranged. In Experiment 1b (cued recall test), participants were given the first item of the triplet and were to recall the second and third items. In Experiment 1a, we found improved memory for the old information after testing compared to restudy (testing effect); we found no TINL effect. In Experiment 1b, no testing effect was found, but there was evidence of TINL. This study adds to the small literature on the negative effects of testing and could have implications for future applied research.; Memory, Test-impaired new learning, Testing, Updating Advisors/Committee Members: Thanujeni Pathman (advisor).

Subjects/Keywords: Memory – Testing; Recollection (Psychology); Learning, Psychology of

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Bettencourt, K. M. (2016). An investigation of the test-impaired new learning effect with associative recognition. (Masters Thesis). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21329

Chicago Manual of Style (16th Edition):

Bettencourt, Kathleen M. “An investigation of the test-impaired new learning effect with associative recognition.” 2016. Masters Thesis, University of North Carolina – Greensboro. Accessed July 05, 2020. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21329.

MLA Handbook (7th Edition):

Bettencourt, Kathleen M. “An investigation of the test-impaired new learning effect with associative recognition.” 2016. Web. 05 Jul 2020.

Vancouver:

Bettencourt KM. An investigation of the test-impaired new learning effect with associative recognition. [Internet] [Masters thesis]. University of North Carolina – Greensboro; 2016. [cited 2020 Jul 05]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21329.

Council of Science Editors:

Bettencourt KM. An investigation of the test-impaired new learning effect with associative recognition. [Masters Thesis]. University of North Carolina – Greensboro; 2016. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21329

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