THE EFFECTS OF TEST EXPECTANCY ON PROCESSING AND MEMORY OF PROSE

Three hypotheses are considered concerning how subjects might modulate their reading strategies as a function of how they expect to be tested on the target material: (1) they read in a way that matches the expected test format; (2) they focus on information at various levels of importance depending on the expected tests; or (3) regardless of the expected test, they read to become ''test ready'' by extracting important information in the text. Multiple choice and essay test expectancies were implemented, as well as a condition that was given' a nonspecific test expectancy (an intentional learning control). Subjects read three practice passages and were given a test that was in line with their expectancy. On the target passage, subjects performed free recall followed by recognition (true/false). In Experiment 1, with a narrative as a target passage, all test expectancies produced levels effects in recognition (i.e., recognition levels increased with proposition-importance levels), whereas the intentional learning control did not. Experiment 2, using an expository passage for the target text, replicated the recognition pattern and in addition found that recall for important information was higher for all test-expectancy conditions than for the intentional-learning control. It is concluded that test-expectancy subjects, regardless of the specific test expected, are more apt to identify and focus on the important information in the passage than those not provided with a specific test expectancy. (C) 1994 Academic Press, Inc.