Cue strength as a moderator of the testing effect: the benefits of elaborative retrieval.
@article{Carpenter2009CueSA, title={Cue strength as a moderator of the testing effect: the benefits of elaborative retrieval.}, author={Shana K. Carpenter}, journal={Journal of experimental psychology. Learning, memory, and cognition}, year={2009}, volume={35 6}, pages={ 1563-9 } }
The current study explored the elaborative retrieval hypothesis as an explanation for the testing effect: the tendency for a memory test to enhance retention more than restudying. In particular, the retrieval process during testing may activate elaborative information related to the target response, thereby increasing the chances that activation of any of this information will facilitate later retrieval of the target. In a test of this view, participants learned cue-target pairs, which were…
380 Citations
Does the benefit of testing depend on lag, and if so, why? Evaluating the elaborative retrieval hypothesis
- PsychologyMemory & cognition
- 2015
Across two experiments, final-test performance was greater following practice testing than following restudy only, and this memorial advantage was greater with long-lag than with short-lag practice testing, which provided consistent evidence for the ERH.
Semantic information activated during retrieval contributes to later retention: Support for the mediator effectiveness hypothesis of the testing effect.
- PsychologyJournal of experimental psychology. Learning, memory, and cognition
- 2011
Those who learned cue-target pairs through testing and were later tested on these items were more likely to recall the correct target from the semantic mediator on a final cued recall test and demonstrate that semantically related information may be 1 type of natural mediator that is activated during testing.
The beneficial effect of testing: an event-related potential study
- PsychologyFront. Behav. Neurosci.
- 2015
This result shows that the processes which allow items to be more memorable over time share qualitatively similar neural correlates with the processes that relate to successful retrieval at test, which supports the notion that testing is more beneficial than restudying on memory performance over time.
Mnemonic benefits of retrieval practice at short retention intervals
- PsychologyMemory
- 2015
This study focused on potential test-induced retention benefits for brief retention intervals on the order of minutes and tens of seconds in a bifurcated item-distribution model.
Mechanisms behind the testing effect: an empirical investigation of retrieval practice in meaningful learning
- PsychologyFront. Psychol.
- 2015
It is found that testing helps learning when learners must invest substantial mental effort, as suggested by the elaborative retrieval theory, and for educational purposes, testing tasks should be assigned that require the learners to invest substantialmental effort.
Differentiation of subsequent memory effects between retrieval practice and elaborative study
- Psychology, BiologyBiological Psychology
- 2017
The impacts of the processing levels on testing effect
- PsychologyNeuroreport
- 2022
The testing effect refers to that retrieval practice enhances memory retention more than restudying does. A few previous studies have demonstrated that initial tests could improve memory by…
The Influence of Retrieval Practice Versus Delayed Judgments of Learning on Memory: Resolving a Memory-Metamemory Paradox.
- PsychologyExperimental psychology
- 2015
Differences in the dynamics of retrieval for practice tests versus delayed JOLs are responsible for the memory-metamemory paradox, and participants spent less time to make J OLs than to retrieve responses.
References
SHOWING 1-10 OF 47 REFERENCES
Impoverished cue support enhances subsequent retention: Support for the elaborative retrieval explanation of the testing effect
- PsychologyMemory & cognition
- 2006
It is suggested that an intervening test may be most beneficial to final retention when it provides more potential for elaborative processing.
What types of learning are enhanced by a cued recall test?
- PsychologyPsychonomic bulletin & review
- 2006
In two experiments, subjects experienced either an intervening cued recall test with feedback, or a restudy presentation after initial exposure to a word pair, revealing a benefit for testing as opposed to restudying.
Incongruous item generation effects: a multiple-cue perspective.
- PsychologyJournal of experimental psychology. Learning, memory, and cognition
- 1994
Results supported a multiple-cue account of facilitated recall for incongruous item generation, consistent with traditional conceptualizations of memory, and contemporary distinctions between cue-target relational and item-specific processing.
The influence of retrieval on retention
- PsychologyMemory & cognition
- 1992
The results reject the hypothesis that a successful retrieval is beneficial only to the extent that it provides another study experience, as performing a memory retrieval (TTST condition) led to better performance than pure study (pure ST condition).
The Generation Effect : Support for a Two-Factor Theory
- Psychology
- 2004
When a response word bearing an orthographic, acoustic, or semantic relation to a stimulus word is generated rather than read, later recall is enhanced. Such "generation effects" have been attributed…
Retrieval-induced facilitation: initially nontested material can benefit from prior testing of related material.
- PsychologyJournal of experimental psychology. General
- 2006
Three experiments examined how taking an initial test affects later memory for prose materials not initially tested, showing that testing enhanced recall 24 hr later for the initially nontested material.
Some effects of remembering on forgetting
- Psychology, EducationMemory & cognition
- 1983
It was concluded that the critical aspects of a test are the retrieval operations themselves, and suggestions are made as to how these operations attenuate forgetting.