Retrieval practice aids performance on new memory tests, but not on inference tests

Testing the Retrieval Effort Theory

Swiss Journal of Psychology ◽

10.1024/1421-0185/a000229 ◽

2019 ◽

Vol 78 (3-4) ◽

pp. 125-136

Author(s):

Bo Wang ◽

Chaoyong Zhao

Keyword(s):

Testing Effect ◽

Retrieval Practice ◽

Memory Performance ◽

Memory Test ◽

Enhancement Effect ◽

Memory Retention ◽

Memory Tests ◽

Initial Learning ◽

Three Delays

Abstract. Testing effect refers to the phenomenon that, relative to relearning, retrieval practice enhances delayed memory performance. In two experiments, this study tested the retrieval effort theory proposed to explain the enhancement effect of testing. In Experiment 1, participants learned English words with their corresponding Chinese definitions. Then they were tested on half of the encoded items and restudied the remaining half under three delays after encoding (0 min, 20 min, and 40 min). All participants took delayed memory tests 60 min after the end of the initial encoding phase. The result showed that testing conducted 20 min after encoding, but not immediately or 40 min after encoding, enhanced memory retention. In Experiment 2, feedback was provided to ensure more equitable exposure across the conditions, and then the final memory test was conducted 24 h after the end of learning. The result showed that testing enhanced memory retention across the three delay conditions, and that the size of the testing effect increased with the extension of the interval between initial learning and retrieval practice, thus providing support for the retrieval theory.

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Positive Arousal Enhances the Consolidation of Item Memory

Swiss Journal of Psychology ◽

10.1024/1421-0185/a000151 ◽

2015 ◽

Vol 74 (2) ◽

pp. 91-104 ◽

Cited By ~ 1

Author(s):

Bo Wang

Keyword(s):

Episodic Memory ◽

Memory Consolidation ◽

Source Memory ◽

Emotional Arousal ◽

Theoretical Models ◽

Memory Test ◽

Learning Phase ◽

Item Memory ◽

Memory Tests ◽

Immediate Memory

Emotional arousal induced after learning has been shown to modulate memory consolidation. However, it is unclear whether the effect of postlearning arousal can extend to different aspects of memory. This study examined the effect of postlearning positive arousal on both item memory and source memory. Participants learned a list of neutral words and took an immediate memory test. Then they watched a positive or a neutral videoclip and took delayed memory tests after either 25 minutes or 1 week had elapsed after the learning phase. In both delay conditions, positive arousal enhanced consolidation of item memory as measured by overall recognition. Furthermore, positive arousal enhanced consolidation of familiarity but not recollection. However, positive arousal appeared to have no effect on consolidation of source memory. These findings have implications for building theoretical models of the effect of emotional arousal on consolidation of episodic memory and for applying postlearning emotional arousal as a technique of memory intervention.

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Die Standardabweichung der Reaktionszeiten als ein Maß für negative Antwortverzerrungen

Zeitschrift für Neuropsychologie ◽

10.1024/1016-264x/a000123 ◽

2014 ◽

Vol 25 (2) ◽

pp. 89-97 ◽

Cited By ~ 3

Author(s):

Sebastian Bodenburg

Keyword(s):

Trail Making Test ◽

Memory Tests ◽

Wechsler Memory Scale ◽

Word Memory ◽

Trail Making ◽

Negative Antwortverzerrungen

Negative Antwortverzerrungen werden quantitativ mit expliziten Beschwerdenvalidierungstests oder mit eingebetteten Parametern untersucht. Es wird die Kriteriumsvalidität der Standardabweichung von Reaktionszeiten als eingebetteter Parameter zur Untersuchung negativer Antwortverzerrungen überprüft. In die Studie wurden 26 Frauen und 65 Männer mit Schädelhirnverletzungen einbezogen. Abhängige Variable war die Standardabweichung der Reaktionszeiten (Untertest Alertness, Testbatterie zur Aufmerksamkeitsprüfung). Prädiktorvariablen in der multivariaten Kovarianzanalyse waren das Alter der Probanden und folgende Testrohwerte: Trail Making Test (Formen A und B), Parameter GSI der Symptomcheckliste, Untertest Zahlennachsprechen vorwärts aus der Wechsler Memory Scale, Strukturierter Fragebogen Simulierter Symptome, der mittlere Wert der in Prozentzahlen ausgedrückten richtigen Antworten der Parameter IR, DR und CNS des Word Memory Tests (WMT), das Geschlecht der Probanden sowie die dichotomisierte Gruppierung von Patienten mit oder ohne klinisch fassbaren Auffälligkeiten der Aufmerksamkeit. Von den Prädiktorvariablen stellte sich allein der mittlere Wert der in Prozent ausgedrückten richtigen Antworten des WMT als signifikant heraus. Probanden mit einer geringen Anzahl richtiger Antworten im WMT zeigten größere Standardabweichungen. Alle weiteren einbezogenen Prädiktoren – insbesondere beide Aufmerksamkeitsparameter – hatten in Bezug auf die Standardabweichungen keinen signifikanten Einfluss.

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Learning From (Test) Experience

Zeitschrift für Psychologie ◽

10.1027/2151-2604/a000424 ◽

2020 ◽

Vol 228 (4) ◽

pp. 264-277 ◽

Cited By ~ 1

Author(s):

Evan E. Mitton ◽

Chris M. Fiacconi

Keyword(s):

Recognition Memory ◽

Test Performance ◽

Memory Performance ◽

Judgments Of Learning ◽

Visual Images ◽

Memory Tests ◽

Recognition Memory Performance ◽

Study Test ◽

Explicit Feedback

Abstract. To date there has been relatively little research within the domain of metamemory that examines how individuals monitor their performance during memory tests, and whether the outcome of such monitoring informs subsequent memory predictions for novel items. In the current study, we sought to determine whether spontaneous monitoring of test performance can in fact help individuals better appreciate their memory abilities, and in turn shape future judgments of learning (JOLs). Specifically, in two experiments we examined recognition memory for visual images across three study-test cycles, each of which contained novel images. We found that across cycles, participants’ JOLs did in fact increase, reflecting metacognitive sensitivity to near-perfect levels of recognition memory performance. This finding suggests that individuals can and do monitor their test performance in the absence of explicit feedback, and further underscores the important role that test experience can play in shaping metacognitive evaluations of learning and remembering.

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