Non-target Incidental Memory and Associated Factors
Peterson, Sean; Bigler, Erin D.
Abstract
Students want to learn what is on the test, but professors want students to learn all the curriculum, tested or not. One compromise is through non-target incidental memory, which acts like peripheral vision, so that even though some material is emphasized, surrounding material is also processed and learned. The current study found a significant amount of incidental memory that did not vary with year in school or sex. Therefore, “teaching to the test” does not necessarily block all learning of other material: some of it is automatically learned as well.
This paper has been withdrawn.