Consider the article: Finn, B., & Miele, D. B. (2016). Hitting a high note on math tests: Remembered success influences test preferences. Journal of Experimental Psychology: Learning, Memory, and Cognition, 42 , 17-38.
(1) Describe the design and results of Kahneman et al.’s (1993) cold-pressor study. (This study was discussed in Finn and Miele’s introduction.)
Delegate your assignment to our experts and they will do the rest.
The study was on remembered utility. The researchers found that people often prefer repeating those experiences that gave them the most favorable memories. This does not mean that these experiences are the ones that gave them the most pleasure and the least pain. The
(2) What’s Finn and Miele’s (2016) main research question?
The main research question is whether anything can be done to improve the memories of the students of their learning while also testing the experiences to ensure that they can engage with some of the challenging material. This question is used in fulfilling the two aims of extending the research on retrospective utility and the ability of the peak-end hypothesis in predicting the test preferences.
3) Describe the design (i.e., the two main groups they had), procedure, and main results of Experiment 1.
In the first experiment, the researcher had two groups of participants. The participants were given the choice of selecting the type of questions that they wanted to do whether short or the extended. As expected, most of the participants chose to take part in the extended math tests. It was also established that the participants’ choice of the first test determined the second tests.
(4) What was the rationale for their Experiment 5. That is, what new insight would Experiment 5 provide that the other experiments could not?
The rationale for experiment 5 was to compare the preferences for a moderate end to a moderate start with a moderate middle test condition. This provided insights on what is more preferred between the moderately ending, the starting tests as well as the moderate middle tests. It sheds more light on peak hypothesis.
(5) Describe the design (i.e., the three main groups they had), procedure, and main results of Experiment 5.
In experiment 5, half of the participants took the moderate start or the moderate end first followed by the moderate middle. The other half of the participants started with the moderate middle and finished with the moderate end or the moderate start. The main finding is that the peak-start-end hypothesis was supported. Therefore, the participants preferred to take part in moderate ending and starting tests.
(6) How would you apply the findings of the study and the principles underlying them to a practical situations? (For example, you could consider how educators can use the insights from this study to better design their tests and/or curriculum.)
Educators should understand that demonstrating knowledge adds value to learners. This means that by selecting challenging tests provides the learners with a good foundation in which to deal with future challenging aspects of learning. (7) Questions/comments for authors?
What are some of the ways through which learning can be made effective using the findings?
What advice would you give educators in regards to the formulation of tests after curriculum coverage?
Reference
Finn, B., & Miele, D. B. (2016). Hitting a high note on math tests: Remembered success influences test preferences. Journal of Experimental Psychology: Learning, Memory, and Cognition, 42 , 17-38.
