Retrieval Practice and Individual Differences

We examined whether individual differences in fluid intelligence (gF) modulate the testing effect. Participants studied Swahili-English word pairs and repeatedly studied half the pairs or attempted retrieval, with feedback, for the remaining half. Word pairs were easy or difficult to learn. Overall, participants showed a benefit of testing over re-study. However, almost 1/3 of the sample had a negative testing effect and benefitted more from re-study than testing, as well as performing better overall. These individuals self-reported less use of shallower encoding strategies than positive testing effect participants, but did not differ in other dimensions. For individuals with a positive testing effect, difficulty had differential effects on participants who scored high or low on a measure of fluid intelligence, with high gF participants showing larger testing effects for difficult over easy items, whereas low gF participants showed the opposite. Working memory performance was not related to the magnitude of the testing effect; however, vocabulary knowledge revealed a similar pattern as gF, with higher vocabulary associated with a testing effect for difficult but not easy items. This suggests that the benefit of retrieval practice varies with item difficulty and participant abilities. Thus, recommendations to engage in retrieval practice should take into consideration the interactive effects of to-be-learned materials and individual differences in the learners.

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Retrieval Practice: Beneficial for All Students or Moderated by Individual Differences?

Psychology Learning & Teaching ◽

10.1177/1475725720973494 ◽

2020 ◽

pp. 147572572097349

Author(s):

Frida Bertilsson ◽

Tova Stenlund ◽

Carola Wiklund-Hörnqvist ◽

Bert Jonsson

Keyword(s):

Working Memory ◽

Individual Differences ◽

Personality Traits ◽

Testing Effect ◽

Retrieval Practice ◽

Working Memory Capacity ◽

Memory Capacity ◽

Memory Retention ◽

Time Points ◽

Learning Technique

Retrieval practice is a learning technique that is known to produce enhanced long-term memory retention when compared to several other techniques. This difference in learning outcome is commonly called “the testing effect”. Yet there is little research on how individual differences in personality traits and working memory capacity moderate the size of the retrieval-practice benefits. The current study is a conceptual replication of a previous study, further investigating whether the testing effect is sensitive to individual differences in the personality traits Grit and Need for Cognition, and working memory capacity. Using a within-subjects design ( N = 151), participants practiced 60 Swahili–Swedish word pairs (e.g., adhama–honor) through retrieval practice and re-studying. Learning was assessed at three time points: five minutes, one week, and four weeks after practice. The results revealed a significant testing effect at all three time points. Further, the results showed no association between the testing effect and the personality traits, or between the testing effect and working memory, at any time point. To conclude, retrieval practice seems to be a learning technique that is not moderated by individual differences in these specific personality traits or with working memory capacity, thus possibly beneficial for all students.

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How Did Individual Differences in Neurocognition and Health Literacy Influence the Initial Uptake and Use of Health-related Information about COVID-19?

10.31234/osf.io/j47mw ◽

2020 ◽

Author(s):

Michelle A. Babicz ◽

Steven Paul Woods ◽

Anastasia Matchanova ◽

Luis D. Medina ◽

Kenneth Podell ◽

...

Keyword(s):

Individual Differences ◽

Health Literacy ◽

Health Information ◽

Verbal Memory ◽

Information Seeking ◽

Retrieval Practice ◽

Rapid Development ◽

Medium Effect ◽

Related Information ◽

Health Related

Objective: The rapid development of coronavirus disease 2019 (COVID-19) into a pandemic required people to quickly acquire, evaluate, and apply novel complex health-related information about the virus and transmission risks. This study examined the possible interplay between neurocognition and health literacy in the early uptake and use of COVID-19 public health information. Method: Data were collected between April 23 and May 21, 2020, a period during which 42 out of 50 states were under a stay-at-home order. Participants were 217 healthy adults who completed a telephone-based battery that included standard tests of neurocognition, health literacy, verbal IQ, personality, and anxiety. Participants also completed measures of COVID-19 information-seeking skills, knowledge, prevention intentions, and prevention behaviors. Results: A series of hierarchical multiple regressions with data-driven covariates showed that neurocognition (viz, episodic verbal memory and executive functions) was independently related to COVID-19 knowledge (e.g., symptoms, risks) at a medium effect size, but not to information-seeking skills, prevention intentions, or prevention behaviors. Health literacy was independently related to all measured aspects of COVID-19 health information and did not interact with neurocognition in any COVID-19 health domain. Conclusions: Individual differences in neurocognition and health literacy played independent and meaningful roles in the initial acquisition of knowledge related to COVID-19, which is a novel human health condition. Future studies might examine whether neurocognitive supports (e.g., spaced retrieval practice, elaboration) can improve COVID-19-related knowledge and health behaviors in vulnerable populations.

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The challenge of accounting for individual differences in folk-economic beliefs

Behavioral and Brain Sciences ◽

10.1017/s0140525x18000523 ◽

2018 ◽

Vol 41 ◽

Cited By ~ 1

Author(s):

Benjamin C. Ruisch ◽

Rajen A. Anderson ◽

David A. Pizarro

Keyword(s):

Individual Differences ◽

Individual Variation ◽

Political Ideologies ◽

Economic Beliefs ◽

Existing Data

AbstractWe argue that existing data on folk-economic beliefs (FEBs) present challenges to Boyer & Petersen's model. Specifically, the widespread individual variation in endorsement of FEBs casts doubt on the claim that humans are evolutionarily predisposed towards particular economic beliefs. Additionally, the authors' model cannot account for the systematic covariance between certain FEBs, such as those observed in distinct political ideologies.

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Individual differences, social attention, and the history of the social motivation hypotheses of autism

Behavioral and Brain Sciences ◽

10.1017/s0140525x18002509 ◽

2019 ◽

Vol 42 ◽

Author(s):

Peter C. Mundy

Keyword(s):

Individual Differences ◽

Early Development ◽

Emotional Development ◽

Social Motivation ◽

Social Attention ◽

Social Emotional Development ◽

Social Emotional ◽

Precise Understanding ◽

The Social ◽

History Of

Abstract The stereotype of people with autism as unresponsive or uninterested in other people was prominent in the 1980s. However, this view of autism has steadily given way to recognition of important individual differences in the social-emotional development of affected people and a more precise understanding of the possible role social motivation has in their early development.

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Elaborating the role of reflection and individual differences in the study of folk-economic beliefs

Behavioral and Brain Sciences ◽

10.1017/s0140525x18000274 ◽

2018 ◽

Vol 41 ◽

Author(s):

Kevin Arceneaux

Keyword(s):

Decision Making ◽

Individual Differences ◽

Cognitive Processes ◽

Evolutionary History ◽

Behavioral Responses ◽

History Of ◽

Economic Beliefs

AbstractIntuitions guide decision-making, and looking to the evolutionary history of humans illuminates why some behavioral responses are more intuitive than others. Yet a place remains for cognitive processes to second-guess intuitive responses – that is, to be reflective – and individual differences abound in automatic, intuitive processing as well.

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Inter-individual variation shapes the human microbiome

Behavioral and Brain Sciences ◽

10.1017/s0140525x1800287x ◽

2019 ◽

Vol 42 ◽

Author(s):

Emily F. Wissel ◽

Leigh K. Smith

Keyword(s):

Individual Differences ◽

Individual Variation ◽

Human Microbiome ◽

Individual Variability ◽

Microbiota Composition ◽

Target Article ◽

Microbiome Research

Abstract The target article suggests inter-individual variability is a weakness of microbiota-gut-brain (MGB) research, but we discuss why it is actually a strength. We comment on how accounting for individual differences can help researchers systematically understand the observed variance in microbiota composition, interpret null findings, and potentially improve the efficacy of therapeutic treatments in future clinical microbiome research.

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Why Speech-Language Clinicians Should Be in the Classroom

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.2204.277 ◽

1991 ◽

Vol 22 (4) ◽

pp. 277-277 ◽

Cited By ~ 3

Author(s):

Sharon L. Wadle

Keyword(s):

Individual Differences ◽

Task Analysis ◽

Regular Classroom ◽

Classroom Setting ◽

Therapy Room

Lack of training is only an excuse for not collaborating outside of the therapy room. With our present training, speech-language clinicians have many skills to share in the regular classroom setting. This training has provided skills in task analysis, a language focus, an appreciation and awareness of individual differences in learning, and motivational techniques.

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