Testing the Retrieval Effort Theory

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.

Assessment of Olfactory Memory in Olfactory Dysfunction

Perception ◽  
2016 ◽  
Vol 46 (3-4) ◽  
pp. 516-529 ◽  
Author(s):  
Kathrin Kollndorfer ◽  
Johanna Reichert ◽  
Josephine Braunsteiner ◽  
Veronika Schöpf
Keyword(s):  
Memory Performance ◽  
Memory Function ◽  
Memory Test ◽  
Odor Identification ◽  
Olfactory Perception ◽  
Olfactory Memory ◽  
Memory Tests ◽  
Additional Information ◽  
Odor Memory ◽  
Perceptual Test

To assess all clinically relevant components of olfactory perception, examinations for olfactory sensitivity, discrimination, and identification are performed. Besides the standard perceptual test battery, episodic olfactory memory might offer additional information about olfactory abilities relative to these standard clinical tests. As both olfactory deficits and memory deficits are early symptoms in neurodegenerative disorders, olfactory memory may be of particular interest. However, to date little is known about episodic olfactory memory performance in patients with decreased olfactory function. This study includes the investigation of olfactory memory performance in 14 hyposmic patients (8 female, mean age 52.6 years) completing two episodic odor memory tests (Sniffin’ Test of Odor Memory and Odor Memory Test). To control for a general impairment in memory function, a verbal and a figural memory test were carried out. A regression model with multiple predictors was calculated for both odor memory tests separately. Odor identification was identified as the only significant predictor for both odor memory tasks. From our results, we conclude that currently available olfactory memory tests are highly influenced by odor identification abilities, implying the need for the development and validation of additional tests in this field which could serve as additional olfactory perception variables for clinical assessment.

Putting action into testing: Enacted retrieval benefits long-term retention more than covert retrieval

2020 ◽  
Vol 73 (12) ◽  
pp. 2093-2105
Author(s):  
Veit Kubik ◽  
Fredrik U Jönsson ◽  
Mario de Jonge ◽  
Artin Arshamian
Keyword(s):  
Memory Retrieval ◽  
Testing Effect ◽  
Recall Test ◽  
Retrieval Practice ◽  
Memory Performance ◽  
Cued Recall ◽  
Term Retention ◽  
Long Term Retention ◽  
Motor Actions

Retrieval practice improves long-term retention. However, it is currently debated if this testing effect can be further enhanced by overtly producing recalled responses. We addressed this issue using a standard cued-recall testing-effect paradigm with verb–noun action phrases (e.g., water the plant) to prompt motor actions as a specifically powerful response format of recall. We then tested whether motorically performing the recalled verb targets (e.g., ?–the plant) during an initial recall test ( enacted retrieval) led to better long-term retention than silently retrieving them ( covert retrieval) or restudying the complete verb–noun phrases ( restudy). The results demonstrated a direct testing effect, in that long-term retention was enhanced for covert retrieval practice compared to restudy practice. Critically, enactment during retrieval further improved long-term retention beyond the effect of covert memory retrieval, both in a congruent noun-cued recall test after 1 week (Experiment 1) and in an incongruent verb-cued recall test of nouns after 2 weeks (Experiment 2). This finding suggests that successful memory retrieval and ensuing enactment contribute to future memory performance in parts via different mechanisms.

EXPRESS: Degree of Learning and Linear Forgetting

2021 ◽  
pp. 174702182110564
Author(s):  
Jerry Fisher ◽  
Gabriel Radvansky
Keyword(s):  
Retrieval Practice ◽  
Memory Test ◽  
Cued Recall ◽  
Memory Retention ◽  
Linear Pattern ◽  
Support Mechanisms ◽  
Testing Linear ◽  
Trace Components ◽  
Different Levels ◽  
Existing Data

The aim of this study was to assess whether the degree of learning influences the observation of memory retention and forgetting that follows a linear pattern. According to our Retention Accuracy from Fragmented Traces (RAFT) model, one factor that should increase the likelihood of this is when there is greater learning of the material. Higher levels of learning should increase the number of trace components, making it more likely that reconstruction or partial retrieval can lead to an accurate response on a memory test. Here we report three new experiments, as well as re-analyses of existing data in the literature, to show that increasing the level of learning increases the likelihood of observing linear forgetting. For Experiment 1, people learned materials to different levels. This learning involved cued recall testing during memorization. Linear forgetting was observed with increased learning. For Experiment 2, learning did not involve cued recall testing. Linear forgetting was not observed. Although our aim was not to test theories of retrieval practice, for Experiment 3 we showed that when people engage in this, the pattern of retention and forgetting becomes more linear. Overall, these data are consistent with the RAFT theory and support mechanisms that it suggests can lead to the observation of linear forgetting.

Mode of Instruction and Memory Test Performance

1982 ◽  
Vol 5 (1) ◽  
pp. 33-48 ◽  
Author(s):  
Barbara Rogoff
Keyword(s):  
Verbal Memory ◽  
Test Performance ◽  
Memory Performance ◽  
Memory Test ◽  
Cognitive Test ◽  
Verbal Instruction ◽  
Memory Tests ◽  
Mode Of Instruction ◽  
High Level ◽  
The U.S

Cross-cultural literature suggests that schooling's effect on cognitive test performance is due to school's reliance on instruction using language removed from its everyday context, in contrast with informal instruction using demonstration of skills. The present study takes advantage of variability in use of verbal instruction and demonstration by mothers teaching their 9-year-olds, in order to test the relation of mode of instruction to memory test performance. In study 1, with 31 children from a society (Highland Mayan) in which much of children's learning occurs through observation, maternal mode of instruction was highly predictive of performance on two verbal memory tests. However, mode of instruction was unrelated to performance on two scene memory tests. Thus, mode of instruction has specific predictiveness to verbal memory skills but not memory performance in general. Study 2 replicated study 1 with 30 U.S. children, and found that the U.S. mothers provided more verbal instruction and less demonstration than the Mayan mothers. In study 2, mode of instruction was not predictive of the children's memory test performance. This may be due to the U.S. children's exposure to a high level of verbal instruction rather than demonstration, a threshold above which further variation is unpredictive. The question whether exposure to verbal instruction vs. demonstration accounts for some of the demonstrated effects of schooling on test performance is answered with a qualified "yes": There is a relationship between maternal mode of instruction and test performance but only for tests relying on verbal material and for children whose exposure to verbal instruction is not as extreme as in Western culture. The effect is not general, and is contextually influenced.

scholarly journals Retrieval practice improves memory in patients with schizophrenia: new perspectives for cognitive remediation

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Camille Jantzi ◽  
Amaury C. Mengin ◽  
David Serfaty ◽  
Elisabeth Bacon ◽  
Julien Elowe ◽  
...  
Keyword(s):  
Episodic Memory ◽  
Testing Effect ◽  
Retrieval Practice ◽  
Learning Strategy ◽  
Cognitive Remediation ◽  
Memory Deficits ◽  
Memory Test ◽  
Cued Recall ◽  
Long Term Memory ◽  
Semantic Association

Abstract Background Schizophrenia is associated with severe cognitive deficits, particularly episodic memory deficits, that interfere with patients’ socio-professional functioning. Retrieval practice (also known as testing effect) is a well-established episodic memory strategy that involves taking an initial memory test on a previously learned material. Testing later produces robust long-term memory improvements in comparison to the restudy of the same material both in healthy subjects and in some clinical populations with memory deficits. While retrieval practice might represent a relevant cognitive remediation strategy in patients with schizophrenia, studies using optimal procedures to explore the benefits of retrieval practice in this population are still lacking. Therefore, the purpose of our study was to investigate the benefits of retrieval practice in patients with schizophrenia. Methods Nineteen stabilised outpatients with schizophrenia (DSM-5 criteria) and 20 healthy controls first studied a list of 60 word-pairs (30 pairs with weak semantic association and 30 non associated pairs). Half the pairs were studied again (restudy condition), while only the first word of the pair was presented and the subject had to recall the second word for the other half (retrieval practice condition). The final memory test consisted in a cued-recall which took place 2 days later. Statistical analyses were performed using Bayesian methods. Results Cognitive performances were globally altered in patients. However, in both groups, memory performances for word-pairs were significantly better after retrieval practice than after restudy (56.1% vs 35.7%, respectively, Pr(RP > RS) > 0.999), and when a weak semantic association was present (64.7% vs 27.1%, respectively; Pr(weak > no) > 0.999). Moreover, the positive effect of RP was observed in all patients but one. Conclusions Our study is the first to demonstrate that retrieval practice efficiently improves episodic memory in comparison to restudy in patients with schizophrenia. This learning strategy should therefore be considered as a useful tool for cognitive remediation programs. In this perspective, future studies might explore retrieval practice using more ecological material.

Minear&Coane_The Benefits of Retrieval Practice Depend on Item Difficulty and Intelligence

2018 ◽  
Author(s):  
Meredith Minear ◽  
Jennifer Coane
Keyword(s):  
Individual Differences ◽  
Testing Effect ◽  
Fluid Intelligence ◽  
Retrieval Practice ◽  
Item Difficulty ◽  
Memory Performance ◽  
English Word ◽  
Vocabulary Knowledge ◽  
Interactive Effects ◽  
Encoding Strategies

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.

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

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.

Positive Arousal Enhances the Consolidation of Item Memory

2015 ◽  
Vol 74 (2) ◽  
pp. 91-104 ◽  
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.

Learning From (Test) Experience

2020 ◽  
Vol 228 (4) ◽  
pp. 264-277 ◽  
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.

Sign in / Sign up

Export Citation Format

Share Document