The influence of retrieval on retention
Four experiments tested the hypothesis that successful retrieval of an item from memory affects retention only because the retrieval provides an additional presentation of the target item. Two methods of learning paired associates were compared. In the pure study trial (pure ST condition) method, bo...
| Main Authors: | , |
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| Other Authors: | |
| Format: | Text |
| Language: | English |
| Published: |
1992
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| Online Access: | http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.408.7759 http://www.pashler.com/Articles/Carrier_Pashler_MemCog1992.pdf |
| Summary: | Four experiments tested the hypothesis that successful retrieval of an item from memory affects retention only because the retrieval provides an additional presentation of the target item. Two methods of learning paired associates were compared. In the pure study trial (pure ST condition) method, both items of a pair were presented simultaneously for study. In the test trial/study trial (TTST condition) method, subjects attempted to retrieve the response term during a period in which only the stimulus term was present (and the response term of the pair was presented after a 5-sec delay). Final retention of target items was tested with cued-recall tests. In Experiment 1, there was a reliable advantage in final testing for nonsense-syllable/number pairs in the TTST condition over pairs in the pure ST condition. In Experiment 2, the same result was obtained with Eskimo/English word pairs. This benefit of the TTST condition was not apparently different for final retrieval after 5 min or after 24 h. Experiments 3 and 4 ruled out two artifactual explanations of the TTST advantage observed in the first two experiments. Because performing a memory retrieval (TTST condition) led to better performance than pure study (pure ST condition), the results reject the hypothesis that a successful retrieval is beneficial only to the extent that it provides another study experience. Inserting a recall test into the learning sequence increases the likelihood that the learner will remember something during a later test. This principle has been demonstrated empirically by many researchers, including |
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