scholarly journals The forward testing effect is reliable and independent of learners’ working memory capacity

2019 ◽  
Author(s):  
Bernhard Pastötter ◽  
Christian Frings
Keyword(s):  
Working Memory ◽  
Testing Effect ◽  
Retrieval Practice ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Retest Reliability ◽  
Individual Level ◽  
Wide Range ◽  
The Individual ◽  
Test Retest Reliability

The forward testing effect refers to the finding that retrieval practice of previously studied information enhances learning and retention of subsequently studied other information. While most of the previous research on the forward testing effect examined group differences, the present study took an individual differences approach to investigate this effect. Experiment 1 examined whether the forward effect has test-retest reliability between two experimental sessions. Experiment 2 investigated whether the effect is related to participants’ working memory capacity. In both experiments (and each session of Experiment 1), participants studied three lists of items in anticipation of a final cumulative recall test. In the testing condition, participants were tested immediately on lists 1 and 2, whereas in the restudy condition, they restudied lists 1 and 2. In both conditions, participants were tested immediately on list 3. On the group level, the results of both experiments demonstrated a forward testing effect, with interim testing of lists 1 and 2 enhancing immediate recall of list 3. On the individual level, the results of Experiment 1 showed that the forward effect on list 3 recall has moderate test-retest reliability between two experimental sessions. In addition, the results of Experiment 2 showed that the forward effect on list 3 recall does not depend on participants’ working memory capacity. These findings suggest that the forward testing effect is reliable at the individual level and affects learners at a wide range of working memory capacities alike. The theoretical and practical implications of the findings are discussed.

The Testing Effect and Its Relation to Working Memory Capacity and Personality Characteristics

2017 ◽  
Vol 16 (3) ◽  
pp. 241-259 ◽  
Author(s):  
Frida Bertilsson ◽  
Carola Wiklund-Hörnqvist ◽  
Tova Stenlund ◽  
Bert Jonsson
Keyword(s):  
Working Memory ◽  
Retention Interval ◽  
Testing Effect ◽  
Retrieval Practice ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Personality Characteristics ◽  
Playing Field ◽  
Main Effect ◽  
Within Subjects

Retrieval practice is known to lead to better retention of a to-be-learned material than restudy (i.e., the testing effect). However, few studies have investigated retrieval practice in relation to working memory capacity (WMC) and personality characteristics such as grittiness (Grit) and need for cognition (NFC). In two experiments, we examined retrieval practice and restudy of Swahili–Swedish word pairs in relation to individual differences in Grit and NFC. In Experiment 1, using a between-subjects design, a significant main effect of retention interval was qualified by a Group × Retention Interval interaction. However, there were no effects of Grit or NFC. In Experiment 2, a within-subjects design was used, and a measure of WMC was included. The analyses revealed a testing effect; but again, WMC, Grit, and NFC were not significantly associated with performance. These results indicate that retrieval practice levels out the playing field regarding WMC, NFC, and Grit.

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.

scholarly journals Healthy decisions in the cued-attribute food choice paradigm have high test-retest reliability

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Zahra Barakchian ◽  
Anjali Raja Beharelle ◽  
Todd A. Hare
Keyword(s):  
Food Choice ◽  
Food Choices ◽  
Retest Reliability ◽  
Individual Level ◽  
Food Items ◽  
Intervention Efficacy ◽  
The Individual ◽  
Test Retest Reliability ◽  
Decision Mechanisms ◽  
High Test

AbstractFood choice paradigms are commonly used to study decision mechanisms, individual differences, and intervention efficacy. Here, we measured behavior from twenty-three healthy young adults who completed five repetitions of a cued-attribute food choice paradigm over two weeks. This task includes cues prompting participants to explicitly consider the healthiness of the food items before making a selection, or to choose naturally based on whatever freely comes to mind. We found that the average patterns of food choices following both cue types and ratings about the palatability (i.e. taste) and healthiness of the food items were similar across all five repetitions. At the individual level, the test-retest reliability for choices in both conditions and healthiness ratings was excellent. However, test-retest reliability for taste ratings was only fair, suggesting that estimates about palatability may vary more from day to day for the same individual.

scholarly journals Children With Differing Developmental Trajectories of Prelinguistic Communication Skills: Language and Working Memory at Age 5

2014 ◽  
Vol 57 (3) ◽  
pp. 1026-1039 ◽  
Author(s):  
Sira Määttä ◽  
Marja-Leena Laakso ◽  
Asko Tolvanen ◽  
Timo Ahonen ◽  
Tuija Aro
Keyword(s):  
At Risk ◽  
Working Memory ◽  
Language Impairment ◽  
Developmental Trajectories ◽  
Working Memory Capacity ◽  
Risk Groups ◽  
Memory Capacity ◽  
Individual Level ◽  
Prelinguistic Communication

Purpose In this article, the authors examine the developmental continuity from prelinguistic communication to kindergarten age in language and working memory capacity. Method Following work outlining 6 groups of children with different trajectories of early communication development (ECD; Määttä, Laakso, Tolvanen, Ahonen, & Aro, 2012), the authors examined their later development by psychometric assessment. Ninety-one children first assessed at ages 12–21 months completed a battery of language and working memory tests at age 5;3 (years;months). Results Two of the ECD groups previously identified as being at risk for language difficulties continued to show weaker performance at follow-up. Seventy-nine percent of the children with compromised language skills at follow-up were identified on the basis of the ECD groups, but the number of false positives was high. The 2 at-risk groups also differed significantly from the typically developing groups in the measures tapping working memory capacity. Conclusions In line with the dimensional view of language impairment, the accumulation of early delays predicted the amount of later difficulties; however, at the individual level, the prediction had rather low specificity. The results imply a strong link between language and working memory and call for further studies examining the early developmental interaction between language and memory.

scholarly journals Healthier decisions in the cued-attribute food choice paradigm have high test-retest reliability across five task repetitions over 14 days

2021 ◽  
Author(s):  
Zahra Barakchian ◽  
Anjali Raja Beharelle ◽  
Todd A. Hare
Keyword(s):  
Food Choice ◽  
Food Choices ◽  
Retest Reliability ◽  
Individual Level ◽  
Food Items ◽  
Intervention Efficacy ◽  
The Individual ◽  
Test Retest Reliability ◽  
Decision Mechanisms ◽  
High Test

ABSTRACTFood choice paradigms are commonly used to study decision mechanisms, individual differences, and intervention efficacy. Here, we measured behavior from twenty-three healthy young adults who completed five repetitions of a cued-attribute food choice paradigm over two weeks. This task includes cues prompting participants to explicitly consider the healthiness of the food items before making a selection, or to choose naturally based on whatever freely comes to mind. We found that the average patterns of food choices following both cue types and ratings about the palatability (i.e. taste) and healthiness of the food items were similar across all five repetitions. At the individual level, the test-retest reliability for choices in both conditions and healthiness ratings was excellent. However, test-retest reliability for taste ratings was only fair, suggesting that estimates about palatability may vary more from day to day for the same individual.

Benefits from retrieval practice are greater for students with lower working memory capacity

Memory ◽  
2016 ◽  
Vol 25 (6) ◽  
pp. 764-771 ◽  
Author(s):  
Pooja K. Agarwal ◽  
Jason R. Finley ◽  
Nathan S. Rose ◽  
Henry L. Roediger
Keyword(s):  
Working Memory ◽  
Retrieval Practice ◽  
Working Memory Capacity ◽  
Memory Capacity

scholarly journals Relating the Learning Styles, Dependency, and Working Memory Capacity to Performance Effectiveness in Collaborative Problem Solving

2019 ◽  
Author(s):  
kaveh sheikhrezaei ◽  
Craig M Harvey
Keyword(s):  
Working Memory ◽  
Problem Solving ◽  
Group Performance ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Collaborative Problem Solving ◽  
Single Individual ◽  
Performance Effectiveness ◽  
Collaborative Problem ◽  
Wide Range

Although much research has concentrated on the forecast of efficient team performance and the variables that might detract or promote team efficiency, little research reviewed has assessed the multitude of individual characteristics their impact on collaborative problem solving (CPS). Much of the research investigates only a single individual characteristic and its effect on group performance. This research proposes to explore three individual attributes (interpersonal dependency, individual working memory capacity, and preferred learning style) on performance effectiveness in CPS. A wide range of fields including healthcare and the military has explored CPS; however, the bulk of teamwork research to date has dealt with behavioral coordination on a single feature. This study will explore the association between team-member attributes and CPS skills. Noteworthy interactions might be observed to demonstrate that there are mixtures of traits more (or less) productive than anticipated, indicating further evidence of how group composition influences group performance.

scholarly journals Individual Differences in Working Memory Capacity and Visual Search in Reading

2021 ◽  
Author(s):  
Ralph S. Redden ◽  
Kaylee Eady ◽  
Raymond M Klein ◽  
Jean Saint-Aubin
Keyword(s):  
Working Memory ◽  
Individual Differences ◽  
Visual Search ◽  
Dual Task ◽  
Cognitive Task ◽  
Working Memory Capacity ◽  
Memory Capacity ◽  
Search Efficiency ◽  
Prose Passage ◽  
Wide Range

Individual differences in working memory capacity (WMC) are related to variations in a wide range of cognitive tasks. Surprisingly, effects of individual differences in working memory capacity are somewhat limited in visual search tasks. Here we tested the hypothesis that such an effect would be robust when search was one component of a dual task. Participants were presented strings of letters using rapid serial visual presentation and were required to detect all instances of a particular target letter. In Experiment 1, participants performed the letter search task in three contexts, while: a) reading a prose passage, b) processing a stream of random words, or c) processing a random stream of non-words. In the absence of the dual task of reading prose, and in line with much of the literature on individual differences in WMC and visual search, search performance was unaffected by WMC. As hypothesized, however, higher working memory capacity participants detected more target letters than lower capacity participants in the “true” dual task (searching while reading prose). The hypothesized results from the prose passage were replicated in Experiment 2. These results show that visual search efficiency is dramatically affected by WMC when searching is combined with another cognitive task but not when it is performed in isolation. Our findings are consistent with recent suggestions that visual search efficiency will be affected by WMC so long as searching is embedded in a context that entails managing resource allocation between concurrent tasks.

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