The influence of retrieval on retention

Abstract

Four experiments tested the hypothesis that successful retrieval of an item from memory affects retention only because the retrieval provides an additional presentation of the target item. Two methods oflearning paired associates were compared. In the pure study trial (pure ST condition) method, both items of a pair were presented simultaneously for study. In the test trial/study trial (ITST condition) method, subjects attempted to retrieve the response term during a period in which only the stimulus term was present (and the response term of the pair was presented after a 5-sec delay). Final retention of target items was tested with cued-recall tests. In Experiment 1, there was a reliable advantage in final testing for nonsense-syllable/number pairs in the ITST condition over pairs in the pure ST condition. In Experiment 2, the same result was obtained with EskimolEnglish word pairs. This benefit of the ITST condition was not apparently different for final retrieval after 5 min or after 24 h. Experiments 3 and 4 ruled out two artifactual explanations of the ITST advantage observed in the first two experiments. Because performing a memory retrieval (ITST condition) led to better performance than pure study (pure ST condition), the results reject the hypothesis that a successful retrieval is beneficial only to the extent that it provides another study experience.Inserting a recall test into the learning sequence increases the likelihood that the learner will remember something during a later test. This principle has been demonstrated empirically by many researchers, including

Towards a Cognitive and Neurobiological Model of Motivated Forgetting

“…For the 32 included studies, a weighted average across experiments was constructed for each condition, depending on sample size. Appendix A contains a full listing of all studies, with sample size, and all populations studied, including other specialized samples (e.g., depressed patients, ADHD) not included in the fi gure Such a dynamic would still constitute an interesting an important determinant of which traces ultimately survive in memory because rehearsal and reactivation are key factors thought to enhance longevity of our experiences (Allen, Mahler, & Estes, 1969 ;Bjork, 1975 ;Carrier & Pashler, 1992 ;Karpicke & Roediger, 2008 ;Landauer & Bjork, 1978 ) . Indeed, some have built the case that selective prevention of retrieval, by itself, is a key process of motivated forgetting (Erdelyi, 1996 ) .…”

Distributed Practice and Retrieval Practice in Primary School Vocabulary Learning: A Multi‐classroom Study

“…The testing effect is the phenomenon that retrieval practice leads to better long-term retention than additional study (for reviews see e.g., Rawson & Dunlosky, 2011;Roediger & Butler, 2011;Roediger, Putnam, & Smith, 2011;Roediger & Karpicke, 2006;Rowland, 2014). As in the studies conducted on distributed practice, most experiments on retrieval practice have been conducted using word lists or word pairs (e.g., Bouwmeester & Verkoeijen, 2011;Carpenter, Pashler, & Vul, 2006;Carpenter, Pashler, Wixted, & Vul, 2008;Toppino & Cohen, 2009;Tulving, 1967;Wheeler, Ewers, & Buonanno, 2003) and foreign vocabulary pairs (e.g., Carpenter et al, 2008;Carrier & Pashler, 1992;Fritz, Morris, Acton, Voelkel, & Etkind, 2007;Karpicke, 2009;Karpicke & Roediger, 2008;Pashler, Cepeda, Wixted, & Rohrer, 2005;Pyc & Rawson, 2007Toppino & Cohen, 2009). Some studies have found a beneficial effect of retrieval practice for first language vocabulary learning, with adults (e.g., Cull, 2000;Karpicke & Smith, 2012), as well as with primary school children (e.g., Goossens, Camp, Verkoeijen, Tabbers, & Zwaan, 2014;Metcalfe, Kornell, & Son, 2007).…”

Effects of testing on learning of functions

“…It has also been found in studies of foreign-language vocabulary learning. For example, when subjects were given 5 s to try to retrieve the English equivalent of an Eskimo word, and then saw both words for 5 more seconds, later memory performance was better than when the English and Eskimo words were both available for 10 s (Carrier & Pashler, 1992). This benefit of testing over restudying-henceforth, the testing effect, also sometimes referred to as retrieval practice-has been found with learning of facts (McDaniel & Fisher, 1991), of face-name pairs (Carpenter & DeLosh, 2005), and even of visuospatial information (Carpenter & Pashler, 2007;Kang, 2010; see Roediger & Karpicke, 2006, for a review).…”