Impoverished cue support enhances subsequent retention: Support for the elaborative retrieval explanation of the testing effect

@article{Carpenter2006ImpoverishedCS,
  title={Impoverished cue support enhances subsequent retention: Support for the elaborative retrieval explanation of the testing effect},
  author={Shana K. Carpenter and Edward L. Delosh},
  journal={Memory \& Cognition},
  year={2006},
  volume={34},
  pages={268-276}
}
In three experiments, we investigated the role of transfer-appropriate processing and elaborative processing in the testing effect. In Experiment 1, we examined whether the magnitude of the testing effect reflects the match between intervening and final tests by factorially manipulating the type of intervening and final tests. Retention was not enhanced for matching, relative to mismatching, intervening and final tests, contrary to the transfer-appropriate-processing view. In Experiment 2, we… 
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  • Shana K. Carpenter
  • Psychology
    Journal of experimental psychology. Learning, memory, and cognition
  • 2009
TLDR
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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.
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TLDR
The results strengthen the evidence for the involvement of different processes underlying the effects of studying and testing, and support the hypothesis that the testing effect is grounded in retrieval-related processes.
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TLDR
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.
Feedback at Test Can Reverse the Retrieval-Effort Effect
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Replicating prior research, it is found that on an initial delayed test, recall of to-be-learned items was better following difficult than easy practice, consistent with a distribution-based interpretation of how feedback at test modifies recall performance.
The testing effect in immediate recognition: tests of the episodic context account
ABSTRACT Three experiments explored when testing produces immediate advantages over restudying in old/new recognition tests. According to the episodic context account, the study context is reinstated
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