Testing enhances memory for context

@article{Akan2018TestingEM,
  title={Testing enhances memory for context},
  author={Melisa Akan and Sarah E. Stanley and Aaron S. Benjamin},
  journal={Journal of Memory and Language},
  year={2018}
}

Figures from this paper

Examining the episodic context account: does retrieval practice enhance memory for context?
TLDR
The results suggest that the context reinstated during retrieval practice is limited in nature, and aspects of the context that are not essential to retrieval of the item are not strengthened by retrieval practice.
Evidence for reinstating diverse episodic contexts in retrieval-based learning
ABSTRACT The episodic context account suggests that retrieval practice effects depend on reinstating the encoding context during retrieval practice and during subsequent recall attempts. Support for
Enhanced memory for context associated with corrective feedback: evidence for episodic processes in errorful learning
TLDR
A higher rate of memory accuracy was observed for context associated with corrective feedback relative to other conditions across all 3 experiments, consistent with the hypothesis that errorful learning involves episodic memory, not merely semantic mediation.
Where and how to learn: The interactive benefits of contextual variation, restudying, and retrieval practice for learning
TLDR
Critical interactions between contextual-variation and retrieval-practice effects are revealed, which are interpreted as consistent with a distribution-of-memory-strengths framework.
Personal reminders: Self-generated reminders boost memory more than normatively related ones
TLDR
It is suggested that self-generated reminders boost memory for earlier studied information because they distinctly point towards the target information.
Degree of learning and linear forgetting
TLDR
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, and to show that increasing the level of learning increases the likelihood of observing linear forgetting.
...
...

References

SHOWING 1-10 OF 59 REFERENCES
Benefits of testing for nontested information: Retrieval-induced facilitation of episodically bound material
TLDR
The results suggest that testing may facilitate later free recall in part by enhancing access to information that is present during a prior temporal or list context, and suggest that retrieval-induced facilitation extends to a broader range of conditions than has been suggested.
Retrieval speeds context fluctuation: Why semantic generation enhances later learning but hinders prior learning
TLDR
These results are consistent with recent work in multilist learning, directed forgetting, and list-before-last retrieval, all of which indicate a crucial role for retrieval in enhancing mental list segregation.
Cue strength as a moderator of the testing effect: the benefits of elaborative retrieval.
  • Shana K. Carpenter
  • Psychology
    Journal of experimental psychology. Learning, memory, and cognition
  • 2009
TLDR
Results indicate that the activation of elaborative information-which would occur to a greater extent during testing than restudying--may be one mechanism that underlies the testing effect.
Toward an episodic context account of retrieval-based learning: dissociating retrieval practice and elaboration.
TLDR
Analyses of correct recall, intrusions, response times, and temporal clustering dissociate retrieval practice from elaboration, supporting the episodic context account.
The effects of free recall testing on subsequent source memory
TLDR
It is discovered that memory is differentially enhanced for certain recollective details depending on the nature of the free recall task, and how different kinds of memorial details are enhanced by free recall testing.
The influence of retrieval on retention
TLDR
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 testing effect in recognition memory: a dual process account.
TLDR
Initial testing was shown to enhance later recollection but leave familiarity unchanged, and this conclusion emerged from three dependent measures: source memory, exclusion performance, and remember/know judgments.
What types of learning are enhanced by a cued recall test?
TLDR
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.
Long-term effects of testing on the recall of nontested materials
TLDR
The results indicate that the magnitude of retrieval-induced facilitation increases with delay at the beginning but asymptotes afterward, similar to the memorial benefit of testing on the tested material.
...
...