Unproctored online exams provide meaningful assessment of student learning.

In the United States, the onset of COVID-19 triggered a nationwide lockdown, which forced many universities to move their primary assessments from invigilated in-person exams to unproctored online exams. This abrupt change occurred midway through the Spring 2020 semester, providing an unprecedented opportunity to investigate whether online exams can provide meaningful assessments of learning relative to in-person exams on a per-student basis. Here, we present data from nearly 2,000 students across 18 courses at a large Midwestern University. Using a meta-analytic approach in which we treated each course as a separate study, we showed that online exams produced scores that highly resembled those from in-person exams at an individual level despite the online exams being unproctored-as demonstrated by a robust correlation between online and in-person exam scores. Moreover, our data showed that cheating was either not widespread or ineffective at boosting scores, and the strong assessment value of online exams was observed regardless of the type of questions asked on the exam, the course level, academic discipline, or class size. We conclude that online exams, even when unproctored, are a viable assessment tool.

Does testing enhance new learning because it insulates against proactive interference?

Taking a test on previously learned material can enhance new learning. One explanation for this forward testing effect is that retrieval inoculates learners from proactive interference (PI). Although this release-from-PI account has received considerable empirical support, most extant evidence is correlational rather than causal. We tested this account by manipulating the level of PI that participants experience as they studied several lists while receiving interpolated tests or not. In Experiments 1 and 2, we found that testing benefited new learning similarly regardless of PI level. These results contradict those from Nunes and Weinstein (Memory, 20(2), 138-154, 2012), who found no forward testing effect when encoding conditions minimized PI. In Experiments 3 and 4, we failed to replicate their results. Together, our data indicate that reduced PI might be a byproduct, rather than a causal factor, of the forward testing effect.

OCT Angiography Metrics Predict Progression of Diabetic Retinopathy and Development of Diabetic Macular Edema: A Prospective Study.

PURPOSE: To prospectively determine the relationship of OCT angiography (OCTA) metrics to diabetic retinopathy (DR) progression and development of diabetic macular edema (DME). DESIGN: Prospective, observational study. PARTICIPANTS: A total of 205 eyes from 129 patients with diabetes mellitus followed up for at least 2 years. METHODS: All participants underwent OCTA with a swept-source OCT device (DRI-OCT Triton, Topcon, Inc, Tokyo, Japan). Individual OCTA images of superficial capillary plexus (SCP) and deep capillary plexus (DCP) were generated by IMAGEnet6 (Basic License 10). After a quality check, automated measurements of foveal avascular zone (FAZ) area, FAZ circularity, vessel density (VD), and fractal dimension (FD) of both SCP and DCP were then obtained. MAIN OUTCOME MEASURES: Progression of DR and development of DME. RESULTS: Over a median follow-up of 27.14 months (interquartile range, 24.16-30.41 months), 28 of the 205 eyes (13.66%) developed DR progression. Of the 194 eyes without DME at baseline, 17 (8.76%) developed DME. Larger FAZ area (hazard ratio [HR], 1.829 per SD increase; 95% confidence interval [CI], 1.332-2.512), lower VD (HR, 1.908 per SD decrease; 95% CI, 1.303-2.793), and lower FD (HR, 4.464 per SD decrease; 95% CI, 1.337-14.903) of DCP were significantly associated with DR progression after adjusting for established risk factors (DR severity, glycated hemoglobin, duration of diabetes, age, and mean arterial blood pressure at baseline). Lower VD of SCP (HR, 1.789 per SD decrease; 95% CI, 1.027-4.512) was associated with DME development. Compared with the model with established risk factors alone, the addition of OCTA metrics improved the predictive discrimination of DR progression (FAZ area of DCP, C-statistics 0.723 vs. 0.677, P < 0.001; VD of DCP, C-statistics 0.727 vs. 0.677, P = 0.001; FD of DCP, C-statistics 0.738 vs. 0.677, P < 0.001) and DME development (VD of SCP, C-statistics 0.904 vs. 0.875, P = 0.036). CONCLUSIONS: The FAZ area, VD, and FD of DCP predict DR progression, whereas VD of SCP predicts DME development. Our findings provide evidence to support that OCTA metrics improve the evaluation of risk of DR progression and DME development beyond traditional risk factors.

Beyond communication: Episodic memory is key to the self in time.

Mahr & Csibra (M&C) propose that episodic memory evolved to support epistemic authority in social communication. We argue for a more parsimonious interpretation whereby episodic memory subserves a broader preparatory function for both social and non-social behavior. We conclude by highlighting that functional accounts of episodic memory may need to consider the complex interrelations between self and subjective time.

Impairing existing declarative memory in humans by disrupting reconsolidation.

During the past decade, a large body of research has shown that memory traces can become labile upon retrieval and must be restabilized. Critically, interrupting this reconsolidation process can abolish a previously stable memory. Although a large number of studies have demonstrated this reconsolidation associated amnesia in nonhuman animals, the evidence for its occurrence in humans is far less compelling, especially with regard to declarative memory. In fact, reactivating a declarative memory often makes it more robust and less susceptible to subsequent disruptions. Here we show that existing declarative memories can be selectively impaired by using a noninvasive retrieval-relearning technique. In six experiments, we show that this reconsolidation-associated amnesia can be achieved 48 h after formation of the original memory, but only if relearning occurred soon after retrieval. Furthermore, the amnesic effect persists for at least 24 h, cannot be attributed solely to source confusion and is attainable only when relearning targets specific existing memories for impairment. These results demonstrate that human declarative memory can be selectively rewritten during reconsolidation.

Does testing potentiate new learning because it enables learners to use better strategies?

Testing can potentiate new learning, which is often called the forward testing effect. One potential explanation for this benefit is that testing might enable participants to use more effective learning strategies subsequently. We investigated this possibility by asking participants to report their encoding strategies in a multi-list foreign language learning paradigm with four preregistered experiments and one non-preregistered pilot experiment. In Experiments 1-3, participants learned three lists of Chinese-English pairs; one group took a test after every list (i.e., test condition) and the other group took a test only for the criterial List 3 (i.e., restudy condition). In addition, participants completed a transfer test and a study strategy survey. Although we found a forward testing effect in all experiments, participants in the test and restudy conditions did not report differences in strategies. In Experiments 4 and 5, we used a within-subject design so that we could correlate changes in strategy use with the magnitude of the forward testing effect on an individual level. Interestingly, individual differences in strategy change were moderately associated with the magnitude of the forward testing effect, but even here, strategy change did not mediate the effect of testing on performance. Overall, our data showed that, at least for foreign language learning of Chinese characters, interim testing did not enhance new learning by altering participants' subsequent encoding strategies. Moreover, our data showed that interim testing did not promote the transfer of Chinese language learning to novel characters. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

The magnitude of the testing effect is independent of retrieval practice performance.

Practicing retrieval is a potent learning enhancer. Theoretical accounts of the testing effect generally suggest that the magnitude of the testing effect is dependent on retrieval practice performance, such that conditions that promote better retrieval practice performance should result in a greater testing effect. Empirical evidence, however, has been mixed. Although some studies showed a positive association between retrieval practice performance and the testing effect, others have shown either no relation or the reverse. In the present study, we experimentally manipulated retrieval practice performance using a retrieval-based response deadline manipulation and an encoding-based study trial manipulation. Across six experiments, the magnitude of the testing effect was independent of retrieval practice performance. However, when we aggregated the data across the experiments, participants with superior retrieval practice performance showed a greater testing effect-an individual difference. This dissociation between experimental and correlational outcomes suggests that the positive relation between retrieval practice performance and the testing effect is not causal, and indeed, simulation data showed that the correlation between retrieval practice performance and testing effect was an artifact. We discuss the challenges these findings present to existing accounts of the testing effect. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Testing increases suggestibility for narrative-based misinformation but reduces suggestibility for question-based misinformation.

A number of recent studies have found that recalling details of an event following its occurrence can increase people's suggestibility to later presented misinformation. However, several other studies have reported the opposite result, whereby earlier retrieval can reduce subsequent eyewitness suggestibility. In the present study, we investigated whether differences in the way misinformation is presented can modulate the effects of testing on suggestibility. Participants watched a video of a robbery and some were questioned about the event immediately afterwards. Later, participants were exposed to misinformation in a narrative (Experiment 1) or in questions (Experiment 2). Consistent with previous studies, we found that testing increased suggestibility when misinformation was presented via a narrative. Remarkably, when misinformation was presented in questions, testing decreased suggestibility.

Guessing as a learning intervention: A meta-analytic review of the prequestion effect.

Giving students test questions before they have learned the correct answers (i.e., prequestions) enhances learning. However, existing research has provided conflicting evidence on whether the benefits of prequestions are specific to the initially tested material or if they generalize to new, nontested material. In this review, we summarize the literature on the prequestion effect, describe the attention-based account underlying this effect, report a meta-analysis of the magnitude of the specific and general effects, and explore theoretically and empirically relevant moderator variables that influence the size and direction of the prequestion effect. This preregistered meta-analysis demonstrated a moderate specific effect (g = 0.54, k = 97) but a virtually nonexistent general effect (g = 0.04, k = 91). Overall, the attention-based account received support from some theoretically relevant moderator analyses. Future researchers are encouraged to conduct theoretically motivated studies to help clarify the mechanisms that underlie the attention-enhancing effects of prequestions and to explore the benefits of prequestions in educational domains to establish the extent to which these effects translate into the classroom.

Experimental and meta-analytic evidence that source variability of misinformation does not increase eyewitness suggestibility independently of repetition of misinformation.

Considerable evidence has shown that repeating the same misinformation increases its influence (i.e., repetition effects). However, very little research has examined whether having multiple witnesses present misinformation relative to one witness (i.e., source variability) increases the influence of misinformation. In two experiments, we orthogonally manipulated repetition and source variability. Experiment 1 used written interview transcripts to deliver misinformation and showed that repetition increased eyewitness suggestibility, but source variability did not. In Experiment 2, we increased source saliency by delivering the misinformation to participants via videos instead of written interviews, such that each witness was visibly and audibly distinct. Despite this stronger manipulation, there was no effect of source variability in Experiment 2. In addition, we reported a meta-analysis (k = 19) for the repeated misinformation effect and a small-scale meta-analysis (k = 8) for the source variability effect. Results from these meta-analyses were consistent with the results of our individual experiments. Altogether, our results suggest that participants respond based on retrieval fluency rather than source-specifying information.

Retrieval does not always enhance suggestibility: testing can improve witness identification performance.

Verbally recalling the appearance of a perpetrator and the details of an event can sometimes hinder later eyewitness memory performance. In two experiments, we investigated the effects of verbally recalling a face on people's ability to resist subsequent misinformation about that face. Participants watched a video of a theft and then completed either a recall test or a distractor activity. After a delay, some participants heard a piece of misinformation. Memory was assessed with a recall test in Experiment 1 and with a target-present lineup in Experiment 2. In both experiments, initial testing reduced eyewitness suggestibility for the face.

Improving face identification of mask-wearing individuals.

Research has consistently shown that concealing facial features can hinder subsequent identification. The widespread adoption of face masks due to the COVID-19 pandemic has highlighted the critical and urgent need to discover techniques to improve identification of people wearing face coverings. Despite years of research on face recognition and eyewitness identifications, there are currently no evidence-based recommendations for lineup construction for cases involving masked individuals. The purpose of this study was to examine identification accuracy of a masked perpetrator as a function of lineup type (i.e., unmasked or masked lineups) and perpetrator presence (i.e., absent or present). In both experiments, discriminability was superior for masked lineups, a result that was due almost exclusively to higher hits rates in target-present conditions. These data suggest that presenting a masked lineup can enhance identification of masked faces, and they have important implications for both eyewitness identification and everyday face recognition of people with face coverings.

Warning weakens retrieval-enhanced suggestibility only when it is given shortly after misinformation: The critical importance of timing.

Recalling details from an experienced event can sometimes exacerbate eyewitnesses' susceptibility to subsequent misinformation. This finding, known as retrieval-enhanced suggestibility (RES), can be eliminated when participants are warned about possible inaccuracies in the misinformation source (Thomas et al., 2010). In three experiments, we investigated whether this warning benefit persists across delays. When the warning was issued shortly after participants were exposed to misinformation, it inoculated participant witnesses against RES, regardless of whether the final memory test occurred immediately or 48 hr after the warning. However, the warning lost its effectiveness when it was delivered 48 hr after participants were exposed to misinformation. These results applied to both recognition memory and the confidence-accuracy relationship. We considered these data from the perspective of temporal distinctiveness, and we argue that a warning serves a similar function to a forget cue in the directed forgetting paradigm. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Does expressive writing or an instructional intervention reduce the impacts of test anxiety in a college classroom?

Test anxiety is a major concern in education because it causes uncomfortable feelings in test-anxious students and may reduce the validity of exam scores as a measure of learning. As such, brief and cost-effective interventions are necessary to minimize the negative impact of test anxiety on students' academic performance. In the present experiment, we examine two such interventions: expressive writing (Experiment 1) and an instructional intervention (Experiment 2), with the latter developed from a similar intervention for stereotype threat. Across four authentic exams in a psychology class, students alternated between completing the intervention and a control task immediately before completing the exams. Neither intervention was effective at reducing test anxiety or improving exam performance. The present results suggest that these interventions may not be successful in addressing the impacts of test anxiety in all classroom settings.

Assessment of retinal neurodegeneration with spectral-domain optical coherence tomography: a systematic review and meta-analysis.

OBJECTIVES: To comprehensively assess diabetic retinopathy neurodegeneration (DRN) as quantified by retinal neuronal and axonal layers measured with spectral-domain optical coherence tomography (SD-OCT) in subjects with diabetes mellitus (DM). METHODS: Articles on the topic of examining macular ganglion cell-inner plexiform layer (m-GCIPL), macular retinal nerve fibre layer (m-RNFL), macular ganglion cell complex (m-GCC), and peripapillary RNFL (p-RNFL) measured with SD-OCT in DM subjects without DR (NDR) or with non-proliferative DR (NPDR) were searched in PubMed and Embase up to November 31, 2019. Standardized mean difference (SMD) as effect size were pooled using random-effects model. RESULTS: Thirty-six studies searched from online databases and the CUHK DM cohort were included in the meta-analysis. In the comparison between NDR and control, macular measures including mean m-GCIPL (SMD = -0.26, p = 0.003), m-RNFL (SMD = -0.26, p = 0.046), and m-GCC (SMD = -0.28; p = 0.009) were significantly thinner in the NDR group. In the comparison between NPDR and NDR, only mean p-RNFL was significantly thinner in the NPDR group (SMD = -0.27; p = 0.03), but not other macular measures. CONCLUSIONS: Thinning of retinal neuronal and axonal layers at macula as measured by SD-OCT are presented in eyes with NDR, supporting DRN may be the early pathogenesis in the DM patients without the presence of clinical signs of DR. In the future, these SD-OCT measures may be used as surrogates of DRN to stratify DM patients with a high risk of DR, and may be used as a therapeutic target if neuroprotection treatment for DR is available.

Contextual processing in episodic future thought.

Remembering events from one's past (i.e., episodic memory) and envisioning specific events that could occur in one's future (i.e., episodic future thought) invoke highly overlapping sets of brain regions. The present study employed functional magnetic resonance imaging to test the hypothesis that one source of this shared architecture is that episodic future thought--much like episodic memory--tends to invoke memory for known visual-spatial contexts. That is, regions of posterior cortex (within posterior cingulate cortex [PCC], parahippocampal cortex [PHC], and superior occipital gyrus [SOG]) elicit indistinguishable activity during remembering and episodic future thought, and similar regions have been identified as important for establishing visual-spatial contextual associations. In the present study, these regions were similarly engaged when participants thought about personal events in familiar contexts, irrespective of temporal direction (past or future). The same regions, however, exhibited very little activity when participants envisioned personal future events in unfamiliar contextual settings. These findings suggest that regions within PCC, PHC, and SOG support the activation of well-known contextual settings that people tend to imagine when thinking about personal events, whether in the past or future. Hence, this study pinpoints an important similarity between episodic future thought and episodic memory.

Long-term effects of testing on the recall of nontested materials.

Testing, or memory retrieval, is a powerful way to enhance long-term retention of studied material. Recent studies have shown that testing can also benefit later retention of related but nontested material (a finding known as retrieval-induced facilitation, Chan, McDermott, & Roediger, 2006), but the long-term consequences of this benefit is unknown. In the current experiment three retention intervals-20 minutes, 24 hours, 7 days-were used to assess the effects of testing on subsequent recall of the nontested material. The results indicate that the magnitude of retrieval-induced facilitation, like that of the testing effect (i.e., the memorial benefit of testing on the tested material), increases with delay at the beginning (i.e., between 20 minutes and 24 hours) but asymptotes afterward (i.e., between 24 hours and 7 days). Theoretical and applied implications of this finding are discussed.

True and false memories in the DRM paradigm on a forced choice test.

Participants studied lists of semantic associates that converged on a non-presented critical word (e.g., sleep; Deese, 1959; Roediger & McDermott, 1995) and took a two-alternative forced choice test. At test, each critical non-presented word was paired with a studied word from the same list. The test was administered either immediately or 7 days after the study phase. Accuracy in distinguishing between the non-presented critical word and the studied list word was above chance at immediate testing. After a 7-day retention interval, however, accuracy did not differ from chance performance: participants were as likely to choose the non-presented critical word as the studied list word.

Transient corneal ectasia after phacoemulsification in an eye with femtosecond intrastromal presbyopic treatment.

We report a case of transient corneal ectasia developed after phacoemulsification in an eye previously treated with INTRACOR. There was a myopic refractive surprise after cataract surgery. Corneal tomography showed an increase in keratometry and elevation profile compared with preoperative examination. Soft contact lenses and intraocular pressure-lowering medications were prescribed as interim treatment. Clinical improvement was seen gradually, and the resolution of myopia and ectasia was achieved at 3 months. We believe that high intraocular pressure during phacoemulsification and the weakening effect of femtosecond intrastromal presbyopic treatment can be the culprits.