Congruency enhanced item recognition of new descriptions in experiment 2 but not in experiment 1¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3 · i2 medium
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 In experiment 2, congruent descriptions were recognized better than incongruent ones (Cohen's d = .60). → Marlieke Tina Renée van Kesteren 2018 q3 i? In experiment 1, the congruency effect on item recognition was not significant (Cohen's d = .32, P = .15). → Marlieke Tina Renée van Kesteren 2018 (2)

Evidence¶

Marlieke Tina Renée van Kesteren 2018¶

Marlieke Tina Renée van Kesteren, Lydia Krabbendam and Martijn Meeter (2018). Integrating educational knowledge: reactivation of prior knowledge during educational learning enhances memory integration. npj Science of Learning 3:11. https://doi.org/10.1038/s41539-018-0027-8

q3 · i2 · causal · r2

Table 1 paired t-test for experiment 2 item recognition (d′); congruent mean d′ 1.73 vs incongruent 1.32, "2.9 .008 .60", Cohen's d = .60 — a medium significant effect. The discussion confirms congruency "also affected recognition of the C-item" in experiment 2.

"Item recognition (d ′) 1.73 (.70) 1.32 (.65) 2.9 .008 .60 [.12, .73]"

Marlieke Tina Renée van Kesteren 2018 (2)¶

Marlieke Tina Renée van Kesteren, Lydia Krabbendam and Martijn Meeter (2018). Integrating educational knowledge: reactivation of prior knowledge during educational learning enhances memory integration. npj Science of Learning 3:11. https://doi.org/10.1038/s41539-018-0027-8

q3 · i? · causal · r2

Table 1 paired t-test for experiment 1 item recognition; congruent d′ 1.37 vs incongruent 1.20, "1.48 .15 .32" (Cohen's d = .32), P = .15, not significant. The effect appeared only in experiment 2.

"Item recognition (d ′) 1.37 (.72) 1.20 (.60) 1.48 .15 .32 [ −.07, .40]"

Discussion¶

Related Claims¶

• In educational learning, prior-knowledge congruency enhances associative memory for indirectly inferred BC-associations in both experiments — related
• In the laboratory experiment, next-day recognition was higher for congruent new-word meanings than for incongruent items, while day-1 performance showed the opposite pattern — related
• Reading goal × congruency interaction on memory: study goal improves memory for congruent but not incongruent targets — related
• Subjective reactivation predicted item recognition of new descriptions in experiment 1, but this effect did not appear in experiment 2 — related
• Congruent new information is better remembered, though strongly surprising incongruent information can also be learned well — a broader claim this one bears on