scholarly journals Is Retrieval Practice Always Superior to Restudy?

2021 ◽  
Author(s):  
Stefania Rene Ashby ◽  
Dagmar Zeithamova
Keyword(s):  
Retrieval Practice ◽  
Repeated Reading ◽  
Memory Retention ◽  
Repeated Testing ◽  
Delayed Recall ◽  
Immediate Memory ◽  
Multiple Tests ◽  
Single Study ◽  
Text Passage

A classic study by Roediger and Karpicke (2006a) investigated the relative benefits of restudy versus retrieval practice, or “test”, on memory retention. Repeated studying was superior to repeated testing when memory was tested immediately (all study > multiple study/single test > single study/multiple tests). Strikingly, the pattern reversed when memory was tested after a days-long delay, with best performance in a single study/multiple tests condition. As each study period was minutes-long and contained repeated reading of a to-be-remembered text passage, we were interested whether the striking benefit for repeated testing at the expense of any restudy replicates when study opportunities are brief, akin to a single mention of a fact in a lecture. Participants encountered academically relevant facts a total of three times, each time either studied (S) or self-tested (T). Final test followed immediately or after a delay (Experiment 1: two days, Experiment 2: seven days). Partially replicating prior work, immediate memory benefited from repeated study (SSS > SST > STT), but the pattern did not reverse after a delay. Instead, memory was superior for facts the were restudied in addition to self-tested (SST > STT = SSS). We further investigated whether restudy after a test (STS) provides additional benefits compared to restudy before test (SST), but found comparably high delayed recall in both conditions. The results show that under some circumstances, balancing repetition and testing can allow for more information to be learned and retained long-term.

scholarly journals Reductions in Retrieval Competition Predict the Benefit of Repeated Testing

2018 ◽  
Author(s):  
Nicole S. Rafidi ◽  
Justin C. Hulbert ◽  
Paula Pacheco ◽  
Kenneth A. Norman
Keyword(s):  
Retrieval Practice ◽  
Long Term Memory ◽  
Memory Retention ◽  
Repeated Testing ◽  
Semantic Categories ◽  
The Third ◽  
Eeg Data ◽  
Vocabulary Word ◽  
Subsequent Recall

AbstractRepeated testing leads to improved long-term memory retention compared to repeated study, but the mechanism underlying this improvement remains controversial. In this work, we test the hypothesis that retrieval practice benefits subsequent recall by reducing competition from related memories. This hypothesis implies that the degree of reduction in competition between retrieval practice attempts should predict subsequent memory for practiced items. To test this prediction, we collected electroencephalography (EEG) data across two sessions. In the first session, participants practiced selectively retrieving exemplars from superordinate semantic categories (high competition), as well as retrieving the names of the superordinate categories from exemplars (low competition). In the second session, participants repeatedly studied and were tested on Swahili-English vocabulary. One week after session two, participants were again tested on the vocabulary. We trained a within-subject classifier on the data from session one to distinguish high and low competition states.We then used this classifier to measure competition across multiple retrieval practice attempts in the second session. The degree to which competition decreased for a given vocabulary word predicted whether that item was subsequently remembered in the third session. These results are consistent with the hypothesis that repeated testing improves retention by reducing competition.

Retrieval practice promotes long-term retention irrespective of the placement

2020 ◽  
Author(s):  
alice latimier ◽  
Arnaud Rierget ◽  
Son Thierry Ly ◽  
Franck Ramus
Keyword(s):  
Retention Interval ◽  
Retrieval Practice ◽  
Memory Retention ◽  
Term Retention ◽  
Long Term Retention

The current study aimed at comparing the effect of three placements of the re-exposure episodes on memory retention (interpolated-small, interpolated-medium, postponed), depending on whether retrieval practice or re-reading was used, and on retention interval (one week vs one month).

scholarly journals Reversing the testing effect by feedback is a matter of performance criterion at practice

2020 ◽  
Vol 48 (7) ◽  
pp. 1161-1170
Author(s):  
Mihály Racsmány ◽  
Ágnes Szőllősi ◽  
Miklós Marián
Keyword(s):  
Learning Strategies ◽  
Testing Effect ◽  
Retrieval Practice ◽  
Relative Effectiveness ◽  
Performance Criterion ◽  
Practical Reasons ◽  
Final Recall ◽  
Multiple Tests ◽  
Key Factor

Abstract Retrieval practice is generally considered to be one of the most effective long-term learning strategies and is presumed to be more favorable than repeated study. However, a few recent studies have demonstrated that repetitive feedback at final recall can reverse the long-term advantage of testing over restudy. The result that feedback at long-term tests can dramatically decrease the relative effectiveness of retrieval-based learning could be important for both theoretical and practical reasons. Considering that these earlier studies administered low retrieval success at retrieval practice, we investigated whether the effect of feedback on the testing effect is modulated by the level of retrieval success during practice. In three experiments the level of success at retrieval practice was manipulated by multiple pre-practice learning trials, and multiple tests with feedback were applied after a 1-week retention interval at final recall. Our results have demonstrated that a feedback-induced reversed testing effect was present only at low retrieval success during practice (Experiment 1), whereas with moderate (Experiment 2) and high retrieval success (Experiment 3) during practice a significant testing effect emerged and no reversed testing effect was found even after repeated cycles of feedback. These results point to the conclusion that the level of retrieval success was the key factor in reversing the testing effect in earlier studies. Application of high retrieval success during practice can produce long-lasting accessible memories even in learning settings applying multiple tests with feedback.

The effect of sign language rehearsal on deaf subjects' immediate and delayed recall of English word lists

1987 ◽  
Vol 8 (1) ◽  
pp. 33-53 ◽  
Author(s):  
John D. Bonvillian ◽  
Cathleen Althaus Rea ◽  
Michael D. Orlansky ◽  
L. Allen Slade
Keyword(s):  
Sign Language ◽  
English Word ◽  
Word Recall ◽  
Long Term Memory ◽  
Linguistic Processing ◽  
Delayed Recall ◽  
Immediate Memory ◽  
Negative Recency Effect ◽  
Short And Long Term

ABSTRACTThe relationship between sign language rehearsal and written free recall was examined by having deaf college students overtly rehearse the sign language equivalents of printed English words. In studies of both immediate and delayed memory, word recall was found to increase as a function of total rehearsal frequency and frequency of appearance in rehearsal sets. The serial recall curves in both memory experiments evidenced a primacy effect, which was interpreted as resulting from increased rehearsal of the words in the initial positions over the course of the list. In contrast to findings from previous short- and long-term memory studies with normally hearing subjects, neither a recency nor a negative recency effect was found. High imagery words were rehearsed and recalled slightly more frequently in immediate memory, but there was no effect resulting from the different imagery values of the stimuli in delayed recall. These results are discussed in relation to current conceptualizations of memory and of linguistic processing by deaf individuals.

Spacing Retrieval Practice Promotes Long-Term Inhibition In Memory

2013 ◽  
Author(s):  
Almudena Ortega ◽  
Carlos J. Gomez-Ariza ◽  
M. Teresa Bajo ◽  
Antonio Ibanez
Keyword(s):  
Retrieval Practice

scholarly journals Pedagogical Strategies for the Enhancement of Medical Education

2021 ◽  
Author(s):  
Mohammad B. Azzam ◽  
Ronald A. Easteal
Keyword(s):  
Medical Education ◽  
Cognitive Science ◽  
Retrieval Practice ◽  
Memory Storage ◽  
Long Term Memory ◽  
Memory And Learning ◽  
Pedagogical Strategies ◽  
Term Memory ◽  
Sleep Consolidation

AbstractClearly, memory and learning are essential to medical education. To make memory and learning more robust and long-term, educators should turn to the advances in neuroscience and cognitive science to direct their efforts. This paper describes the memory pathways and stages with emphasis leading to long-term memory storage. Particular stress is placed on this storage as a construct known as schema. Leading from this background, several pedagogical strategies are described: cognitive load, dual encoding, spiral syllabus, bridging and chunking, sleep consolidation, and retrieval practice.

Long-term hearing preservation after surgery for vestibular schwannoma

2005 ◽  
Vol 102 (1) ◽  
pp. 6-9 ◽  
Author(s):  
Simone A. Betchen ◽  
Jane Walsh ◽  
Kalmon D. Post
Keyword(s):  
Hearing Preservation ◽  
Magnetic Resonance Images ◽  
Class I ◽  
Repeated Testing ◽  
Content Type ◽  
Factors Influencing ◽  
Long Term Preservation ◽  
Fine Print

Object. Vestibular schwannomas (VSs) are now amenable to resection with excellent hearing preservation rates. It remains unclear whether immediately postoperative hearing is a durable result and will not diminish over time. The aim of this study was to determine the rate of long-term preservation of functional hearing following surgery for a VS and to examine factors influencing hearing preservation. Methods. All patients eligible for hearing preservation (Gardner—Robertson Class I or II) who had undergone resection of a VS by a single surgeon were reviewed retrospectively. Follow-up audiograms and magnetic resonance images were obtained. Of 142 patients deemed eligible for hearing preservation surgery, 38 had immediate postoperative hearing confirmed by an audiogram. In these patients with preserved hearing, the audiographic results demonstrated functional hearing in 30 (85.7%) of 35 patients who underwent repeated testing at a mean follow-up time of 7 years. Delayed hearing loss occurred in five (14.3%) of the 35 patients and did not correlate significantly with the size of the tumor. Hearing improved one Gardner—Robertson class postoperatively in three (7.9%) of the 38 patients. Conclusions. Long-term functional hearing was maintained in 85.7% of patients when it was preserved immediately postoperatively and the result was independent of tumor size. The results of this study emphasize that long-term preservation of functional hearing is a realistic goal following VS surgery and should be attempted in all patients in whom preoperative hearing is determined to be Gardner—Robertson Class I or II.

Effects of combining retrieval practice and tDCS over long-term memory: A randomized controlled trial

2021 ◽  
pp. 105807
Author(s):  
Beatriz Araújo Cavendish ◽  
Marcos Felipe Rodrigues de Lima ◽  
Lara Perícoli ◽  
Luciano Grüdtner Buratto
Keyword(s):  
Randomized Controlled Trial ◽  
Retrieval Practice ◽  
Controlled Trial ◽  
Long Term Memory ◽  
Term Memory ◽  
Randomized Controlled

scholarly journals Verbal long-term memory is enhanced by retrieval practice but impaired by prefrontal direct current stimulation

2018 ◽  
Vol 128 ◽  
pp. 80-88 ◽  
Author(s):  
Tad T. Brunyé ◽  
Amy M. Smith ◽  
Carlene B. Horner ◽  
Ayanna K. Thomas
Keyword(s):  
Direct Current ◽  
Retrieval Practice ◽  
Long Term Memory ◽  
Term Memory ◽  
Direct Current Stimulation
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