Have a personal or library account? Click to login
Retrieval Practice Enhances New Learning but does Not Affect Performance in Subsequent Arithmetic Tasks Cover

Retrieval Practice Enhances New Learning but does Not Affect Performance in Subsequent Arithmetic Tasks

Journal of Cognition
Volume 5 (2022): Issue 1
By: Bernhard Pastötter,  Julian Urban,  Johannes Lötzer and  Christian Frings  
Open Access
|Mar 2022

References

  1. 1Agarwal, P. K., Finley, J. R., Rose, N. S., & Roediger, H. L. III. (2017). Benefits from retrieval practice are greater for students with lower working memory capacity. Memory, 25, 764–771. DOI: 10.1080/09658211.2016.1220579
    Back to article
  2. 2Arnold, K. M., & McDermott, K. B. (2013). Test-potentiated learning: Distinguishing between direct and indirect effects of tests. Journal of Experimental Psychology: Learning, Memory, and Cognition, 39, 940–945. DOI: 10.1037/a0029199
    Back to article
  3. 3Aslan, A., & Bäuml, K. H. T. (2011). Individual differences in working memory capacity predict retrieval-induced forgetting. Journal of Experimental Psychology: Learning, Memory, and Cognition, 37, 264–269. DOI: 10.1037/a0021324
    Back to article
  4. 4Bäuml, K.-H. T., & Kliegl, O. (2013). The critical role of retrieval processes in release from proactive interference. Journal of Memory and Language, 68, 39–53. DOI: 10.1016/j.jml.2012.07.006
    Back to article
  5. 5Beilock, S. L., & Carr, T. H. (2005). When high-powered people fail: Working memory and “choking under pressure” in math. Psychological Science, 16, 101–105. DOI: 10.1111/j.0956-7976.2005.00789.x
    Back to article
  6. 6Bertilsson, F., Wiklund-Hörnqvist, C., Stenlund, T., & Jonsson, B. (2017). The testing effect and its relation to working memory capacity and personality characteristics. Journal of Cognitive Education and Psychology, 16, 241–259. DOI: 10.1891/1945-8959.16.3.241
    Back to article
  7. 7Bjork, R. A., & Bjork, E. L. (1992). A new theory of disuse and an old theory of stimulus fluctuation. From Learning Processes to Cognitive Processes: Essays in Honor of William K. Estes, 2, 35–67.
    Back to article
  8. 8Brewer, G. A., & Unsworth, N. (2012). Individual differences in the effects of retrieval from long-term memory. Journal of Memory and Language, 66, 407–415. DOI: 10.1016/j.jml.2011.12.009
    Back to article
  9. 9Campbell, J. I., & Thompson, V. A. (2012). Retrieval-induced forgetting of arithmetic facts. Journal of Experimental Psychology: Learning, Memory, and Cognition, 38, 118–129. DOI: 10.1037/a0025056
    Back to article
  10. 10Chan, J. C. K., Manley, K. D., Davis, S. D., & Szpunar, K. K. (2018). Testing potentiates new learning across a retention interval and a lag: A strategy change perspective. Journal of Memory and Language, 102, 83–96. DOI: 10.1016/j.jml.2018.05.007
    Back to article
  11. 11Chan, J. C. K., Meissner, C. A., & Davis, S. D. (2018). Retrieval potentiates new learning: A theoretical and meta-analytic review. Psychological Bulletin, 144, 1111–1146. DOI: 10.1037/bul0000166
    Back to article
  12. 12Chen, O., Castro-Alonso, J. C., Paas, F., & Sweller, J. (2018). Extending cognitive load theory to incorporate working memory resource depletion: evidence from the spacing effect. Educational Psychology Review, 30, 483–501. DOI: 10.1007/s10648-017-9426-2
    Back to article
  13. 13Cho, K. W., Neely, J. H., Crocco, S., & Vitrano, D. (2017). Testing enhances both encoding and retrieval for both tested and untested items. Quarterly Journal of Experimental Psychology, 70, 1211–1235. DOI: 10.1080/17470218.2016.1175485
    Back to article
  14. 14Coppens, L., de Jonge, M., van Gog, T., & Kester, L. (2020). The effect of practice test modality on perceived mental effort and delayed final test performance. Journal of Cognitive Psychology, 32, 764–770. DOI: 10.1080/20445911.2020.1822366
    Back to article
  15. 15Daneman, M., & Carpenter, P. A. (1980). Individual differences in working memory and reading. Journal of Verbal Learning and Verbal Behavior, 19, 450–466. DOI: 10.1016/S0022-5371(80)90312-6
    Back to article
  16. 16Dang, X., Yang, C., Che, M., Chen, Y., & Yu, X. (in press). Developmental trajectory of the forward testing effect: The role of reset-of-encoding. European Journal of Developmental Psychology, 59, 101079. DOI: 10.1080/17405629.2021.1986386
    Back to article
  17. 17Davis, S. D., & Chan, J. C. K. (2015). Studying on borrowed time: How does testing impair new learning? Journal of Experimental Psychology: Learning, Memory, and Cognition, 41, 1741–1754. DOI: 10.1037/xlm0000126
    Back to article
  18. 18Duyck, W., Desmet, T., Verbeke, L., & Brysbaert, M. (2004). Wordgen: A tool for word selection and non-word generation in Dutch, German, English, and French. Behavior Research Methods, Instruments, & Computers, 36, 488–499. DOI: 10.3758/BF03195595
    Back to article
  19. 19Endres, T., & Renkl, A. (2015). Mechanisms behind the testing effect: an empirical investigation of retrieval practice in meaningful learning. Frontiers in Psychology, 6, 1054. DOI: 10.3389/fpsyg.2015.01054
    Back to article
  20. 20Faul, F., Erdfelder, E., Lang, A. G., & Buchner, A. (2007). G* Power 3: A flexible statistical power analysis program for the social, behavioral, and biomedical sciences. Behavior Research Methods, 39, 175–191. DOI: 10.3758/BF03193146
    Back to article
  21. 21Finn, B., & Roediger, H. L. (2013). Interfering effects of retrieval in learning new information. Journal of Experimental Psychology: Learning, Memory, and Cognition, 39, 1665–1681. DOI: 10.1037/a0032377
    Back to article
  22. 22Foster, J. L., Shipstead, Z., Harrison, T. L., Hicks, K. L., Redick, T. S., & Engle, R. W. (2015). Shortened complex span tasks can reliably measure working memory capacity. Memory & Cognition, 43, 226–236. DOI: 10.1037/a0020919
    Back to article
  23. 23JASP Team. (2021). JASP (Version 0.15) [Computer software].
    Back to article
  24. 24Jeffreys, H. (1961). The theory of probability. 3rd ed. New York, NY: Oxford University Press.
    Back to article
  25. 25Karpicke, J. D. (2017). Retrieval-based learning: A decade of progress. In J. T. Wixted (Ed.), Cognitive psychology of memory, Vol. 2 of Learning and memory: A comprehensive reference (J. H. Byrne, Series Ed.) (pp. 487–514). Oxford: Academic Press. DOI: 10.1016/B978-0-12-809324-5.21055-9
    Back to article
  26. 26Karpicke, J. D., & Blunt, J. R. (2011). Retrieval practice produces more learning than elaborative studying with concept mapping. Science, 331, 772–775. DOI: 10.1126/science.1199327
    Back to article
  27. 27Kliegl, O., & Bäuml, K. H. T. (2021). When retrieval practice promotes new learning–The critical role of study material. Journal of Memory and Language, 120, 104253. DOI: 10.1016/j.jml.2021.104253
    Back to article
  28. 28Leahy, W., & Sweller, J. (2019). Cognitive load theory, resource depletion and the delayed testing effect. Educational Psychology Review, 31, 457-478. DOI: 10.1007/s10648-019-09476-2
    Back to article
  29. 29LeFevre, J. A., Bisanz, J., Daley, K. E., Buffone, L., Greenham, S. L., & Sadesky, G. S. (1996). Multiple routes to solution of single-digit multiplication problems. Journal of Experimental Psychology: General, 125, 284–306. DOI: 10.1037/0096-3445.125.3.284
    Back to article
  30. 30Pastötter, B., & Bäuml, K.-H. T. (2014). Retrieval practice enhances new learning: the forward effect of testing. Frontiers in Psychology, 5, 286. DOI: 10.3389/fpsyg.2014.00286
    Back to article
  31. 31Pastötter, B., & Bäuml, K.-H. T. (2019). Testing enhances subsequent learning in older adults. Psychology and Aging, 34, 242–250. DOI: 10.1037/pag0000307
    Back to article
  32. 32Pastötter, B., Engel, M., & Frings, C. (2018). The forward effect of testing: Behavioral evidence for the reset-of-encoding hypothesis using serial position analysis. Frontiers in Psychology, 9, 1197. DOI: 10.3389/fpsyg.2018.01197
    Back to article
  33. 33Pastötter, B., & Frings, C. (2019). The forward testing effect is reliable and independent of learners’ working memory capacity. Journal of Cognition, 2, 37. DOI: 10.5334/joc.82
    Back to article
  34. 34Pastötter, B., Kliegl, O., & Bäuml, K.-H. T. (2012). List-method directed forgetting: The forget cue improves both encoding and retrieval of postcue information. Memory & Cognition, 40, 861–873. DOI: 10.3758/s13421-012-0206-4
    Back to article
  35. 35Pastötter, B., Schicker, S., Niedernhuber, J., & Bäuml, K.-H. T. (2011). Retrieval during learning facilitates subsequent memory encoding. Journal of Experimental Psychology: Learning, Memory, and Cognition, 37, 287–297. DOI: 10.1037/a0021801
    Back to article
  36. 36Pastötter, B., von Dawans, B., Domes, G., & Frings, C. (2020). The forward testing effect is immune to acute psychosocial encoding/retrieval stress. Experimental Psychology, 67, 112–122. DOI: 10.1027/1618-3169/a000472
    Back to article
  37. 37Pastötter, B., Weber, J., & Bäuml, K.-H. T. (2013). Using testing to improve learning after severe traumatic brain injury. Neuropsychology, 27, 280–285. DOI: 10.1037/a0031797
    Back to article
  38. 38Pyc, M. A., & Rawson, K. A. (2009). Testing the retrieval effort hypothesis: Does greater difficulty correctly recalling information lead to higher levels of memory? Journal of Memory and Language, 60, 437–447. DOI: 10.1016/j.jml.2009.01.004
    Back to article
  39. 39Roediger, H. L. III., & Butler, A. C. (2011). The critical role of retrieval practice in long-term retention. Trends in Cognitive Sciences, 15, 20–27. DOI: 10.1016/j.tics.2010.09.003
    Back to article
  40. 40Roediger, H. L. III, & Karpicke, J. D. (2006). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17, 249–255. DOI: 10.1111/j.1467-9280.2006.01693.x
    Back to article
  41. 41Runge, Y., Frings, C., & Tempel, T. (2019). Saving-enhanced performance: Saving items after study boosts performance in subsequent cognitively demanding tasks. Memory, 27, 1462–1467. DOI: 10.1080/09658211.2019.1654520
    Back to article
  42. 42Schmeichel, B. J. (2007). Attention control, memory updating, and emotion regulation temporarily reduce the capacity for executive control. Journal of Experimental Psychology: General, 136, 241–255. DOI: 10.1037/0096-3445.136.2.241
    Back to article
  43. 43Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive load theory. New York: Springer. DOI: 10.1007/978-1-4419-8126-4
    Back to article
  44. 44Szpunar, K. K., Khan, N. Y., & Schacter, D. L. (2013). Interpolated memory tests reduce mind wandering and improve learning of online lectures. Proceedings of the National Academy of Sciences, 110, 6313–6317. DOI: 10.1073/pnas.1221764110
    Back to article
  45. 45Szpunar, K. K., McDermott, K. B., & Roediger, H. L III.. (2008). Testing during study insulates against the buildup of proactive interference. Journal of Experimental Psychology: Learning, Memory, and Cognition, 34, 1392–1399. DOI: 10.1037/a0013082
    Back to article
  46. 46Tempel, T., & Frings, C. (2019). Testing enhances motor practice. Memory & Cognition, 47, 1270–1283. DOI: 10.3758/s13421-019-00932-6
    Back to article
  47. 47Toppino, T. C., & Cohen, M. S. (2009). The testing effect and the retention interval: Questions and answers. Experimental Psychology, 56, 252–257. DOI: 10.1027/1618-3169.56.4.252
    Back to article
  48. 48Wagenmakers, E.-J., Love, J., Marsman, M., Jamil, T., Ly, A., Verhagen, A. J., et al. (2018). Bayesian inference for psychology. Part II: Example applications with JASP. Psychonomic Bulletin & Review, 25, 58–76. DOI: 10.3758/s13423-017-1323-7
    Back to article
  49. 49Weinstein, Y., Gilmore, A. W., Szpunar, K. K., & McDermott, K. B. (2014). The role of test expectancy in the build-up of proactive interference in long-term memory. Journal of Experimental Psychology: Learning, Memory, and Cognition, 40, 1039–1048. DOI: 10.1037/a0036164
    Back to article
  50. 50Wissman, K. T., Rawson, K. A., & Pyc, M. A. (2011). The interim test effect: testing prior material can facilitate the learning of new material. Psychonomic Bulletin & Review, 18, 1140–1147. DOI: 10.3758/s13423-011-0140-7
    Back to article
  51. 51Yang, C., Chew, S.-J., Sun, B., & Shanks, D. R. (2019). The forward effects of testing transfer to different domains of learning. Journal of Educational Psychology, 111, 809–826. DOI: 10.1037/edu0000320
    Back to article
  52. 52Yang, C., Potts, R., & Shanks, D. R. (2018). Enhancing learning and retrieval of new information: A review of the FTE. npj Science of Learning, 3, 8. DOI: 10.1038/s41539-018-0024-y
    Back to article
  53. 53Yang, C., Sun, B., Potts, R., Yu, R., Luo, L., & Shanks, D. R. (2020). Do working memory capacity and test anxiety modulate the beneficial effects of testing on new learning? Journal of Experimental Psychology: Applied, 26, 724–738. DOI: 10.1037/xap0000278
    Back to article
  54. 54Yang, C., Zhao, W., Luo, L., Sun, B., Potts, R., & Shanks, D. R. (in press). Testing potential mechanisms underlying test-potentiated new learning. Journal of Experimental Psychology: Learning, Memory, and Cognition. DOI: 10.1037/xlm0001021
    Back to article
DOI: https://doi.org/10.5334/joc.216 | Journal eISSN: 2514-4820
Journal RSS Feed
Language: English
Submitted on: Oct 25, 2021
Accepted on: Mar 11, 2022
Published on: Mar 22, 2022
Published by: Ubiquity Press
In partnership with: Paradigm Publishing Services
Publication frequency: 1 issue per year
Keywords:
Memory,
Learning,
Long-term memory,
Working memory

© 2022 Bernhard Pastötter, Julian Urban, Johannes Lötzer, Christian Frings, published by Ubiquity Press
This work is licensed under the Creative Commons Attribution 4.0 License.

Previous articleVolume 5 (2022): Issue 1Next article