Date of Award

Summer 8-1-2021

Degree Type


Degree Name

Doctor of Philosophy (PhD)



Committee Chair

Mark Huff

Committee Chair School


Committee Member 2

Alen Hajnal

Committee Member 2 School


Committee Member 3

Hans Stadthagen

Committee Member 3 School


Committee Member 4

Lin Agler

Committee Member 4 School



Completing an interpolated memory test or trying to guess non-studied information following study has yielded powerful memory benefits relative to restudy on a final memory test. Across repetitions of testing and guessing, participants may form an expectancy of an upcoming test type, and consequently, adjust their encoding of information in anticipation of the upcoming test. Research has shown that after several task repetitions, participants form an expectancy of the upcoming task type and will encode materials to match task constraints (Huff, Yates, and Balota, 2018). It is uncertain to what extent these expectancy processes aid in facilitating recollection of specific details of studied items or improves familiarity. My dissertation evaluated the contribution of expectancy processes involved in testing and guessing effects on memory by estimating recollection and familiarity processes using the remember/know procedure. Recollection and familiarity processes were estimated under conditions in which expectancy processes were eliminated due to random presentation of restudy, testing and guessing tasks (Experiment 1), or encouraged by having participants repeat restudy, testing, or guessing tasks either 6 (Experiment 2), or 18 (Experiment 3) times consecutively. Testing and guessing benefits were greatest following consecutive task repetitions indicating the presence of task expectancies. Additionally, task expectancies affected recollection of list items similarly to overall correct recognition, whereas expectancy effects on familiarity with critical items was consistent with overall false recognition. Thus, expectancy processes in memory reflect a combination of familiarity- and recollection-based processes. Discussion focuses on repeated testing and guessing as potential strategies to facilitate student performance in educational settings.