Testing Expectations and Retrieval Practice Modulate Repetition Learning of Visuospatial Arrays
Saved in:
| Title: | Testing Expectations and Retrieval Practice Modulate Repetition Learning of Visuospatial Arrays |
|---|---|
| Language: | English |
| Authors: | Philipp Musfeld (ORCID |
| Source: | Journal of Experimental Psychology: Learning, Memory, and Cognition. 2024 50(5):740-758. |
| Availability: | American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Short Term Memory, Long Term Memory, Testing, Expectation, Learning Processes, Repetition, Recall (Psychology), Serial Ordering |
| DOI: | 10.1037/xlm0001298 |
| ISSN: | 0278-7393 1939-1285 |
| Abstract: | One of the best-known demonstrations of long-term learning through repetition is the Hebb effect: Immediate recall of a memory list repeated amidst nonrepeated lists improves steadily with repetitions. However, previous studies often failed to observe this effect for visuospatial arrays. Souza and Oberauer (2022) showed that the strongest determinant for producing learning was the difficulty of the test: Learning was consistently observed when participants recalled all items of a visuospatial array (difficult test) but not if only one item was recalled, or recognition procedures were used (less difficult tests). This suggests that long-term learning was promoted by increased testing demands over the short term. Alternatively, it is possible that lower testing demands still lead to learning but prevented the application of what was learned. In four preregistered experiments (N = 981), we ruled out this alternative explanation: Changing the type of memory test midway through the experiment from less demanding (i.e., single item recall or recognition) to a more demanding test (i.e., full item recall) did not reveal hidden learning, and changing it from the more demanding to a less demanding test did not conceal learning. Mixing high and low demanding tests for nonrepeated arrays, however, eventually produced Hebb learning even for the less demanding testing conditions. We propose that testing affects long-term learning in two ways: Expectations of the test difficulty influence how information is encoded into memory, and retrieval consolidates this information in memory. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1420471 |
| Database: | ERIC |
| FullText | Text: Availability: 0 |
|---|---|
| Header | DbId: eric DbLabel: ERIC An: EJ1420471 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Testing Expectations and Retrieval Practice Modulate Repetition Learning of Visuospatial Arrays – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Philipp+Musfeld%22">Philipp Musfeld</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6539-0105">0000-0002-6539-0105</externalLink>)<br /><searchLink fieldCode="AR" term="%22Alessandra+S%2E+Souza%22">Alessandra S. Souza</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1057-8426">0000-0002-1057-8426</externalLink>)<br /><searchLink fieldCode="AR" term="%22Klaus+Oberauer%22">Klaus Oberauer</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3902-7318">0000-0003-3902-7318</externalLink>) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Journal+of+Experimental+Psychology%3A+Learning%2C+Memory%2C+and+Cognition%22"><i>Journal of Experimental Psychology: Learning, Memory, and Cognition</i></searchLink>. 2024 50(5):740-758. – Name: Avail Label: Availability Group: Avail Data: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 19 – Name: DatePubCY Label: Publication Date Group: Date Data: 2024 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Short+Term+Memory%22">Short Term Memory</searchLink><br /><searchLink fieldCode="DE" term="%22Long+Term+Memory%22">Long Term Memory</searchLink><br /><searchLink fieldCode="DE" term="%22Testing%22">Testing</searchLink><br /><searchLink fieldCode="DE" term="%22Expectation%22">Expectation</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Processes%22">Learning Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Repetition%22">Repetition</searchLink><br /><searchLink fieldCode="DE" term="%22Recall+%28Psychology%29%22">Recall (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Serial+Ordering%22">Serial Ordering</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1037/xlm0001298 – Name: ISSN Label: ISSN Group: ISSN Data: 0278-7393<br />1939-1285 – Name: Abstract Label: Abstract Group: Ab Data: One of the best-known demonstrations of long-term learning through repetition is the Hebb effect: Immediate recall of a memory list repeated amidst nonrepeated lists improves steadily with repetitions. However, previous studies often failed to observe this effect for visuospatial arrays. Souza and Oberauer (2022) showed that the strongest determinant for producing learning was the difficulty of the test: Learning was consistently observed when participants recalled all items of a visuospatial array (difficult test) but not if only one item was recalled, or recognition procedures were used (less difficult tests). This suggests that long-term learning was promoted by increased testing demands over the short term. Alternatively, it is possible that lower testing demands still lead to learning but prevented the application of what was learned. In four preregistered experiments (N = 981), we ruled out this alternative explanation: Changing the type of memory test midway through the experiment from less demanding (i.e., single item recall or recognition) to a more demanding test (i.e., full item recall) did not reveal hidden learning, and changing it from the more demanding to a less demanding test did not conceal learning. Mixing high and low demanding tests for nonrepeated arrays, however, eventually produced Hebb learning even for the less demanding testing conditions. We propose that testing affects long-term learning in two ways: Expectations of the test difficulty influence how information is encoded into memory, and retrieval consolidates this information in memory. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2024 – Name: AN Label: Accession Number Group: ID Data: EJ1420471 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1420471 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1037/xlm0001298 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 19 StartPage: 740 Subjects: – SubjectFull: Short Term Memory Type: general – SubjectFull: Long Term Memory Type: general – SubjectFull: Testing Type: general – SubjectFull: Expectation Type: general – SubjectFull: Learning Processes Type: general – SubjectFull: Repetition Type: general – SubjectFull: Recall (Psychology) Type: general – SubjectFull: Serial Ordering Type: general Titles: – TitleFull: Testing Expectations and Retrieval Practice Modulate Repetition Learning of Visuospatial Arrays Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Philipp Musfeld – PersonEntity: Name: NameFull: Alessandra S. Souza – PersonEntity: Name: NameFull: Klaus Oberauer IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 0278-7393 – Type: issn-electronic Value: 1939-1285 Numbering: – Type: volume Value: 50 – Type: issue Value: 5 Titles: – TitleFull: Journal of Experimental Psychology: Learning, Memory, and Cognition Type: main |
| ResultId | 1 |
