Putting action memory to the test: testing affects subsequent restudy but not long-term forgetting of action events

Testing memory typically enhances subsequent re-encoding of information ("indirect" testing effect) and, as compared to restudy, it also benefits later long-term retention ("direct" testing effect). We investigated the effect of testing on subsequent restudy and 1-week retention...

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Vydáno v:JOURNAL OF COGNITIVE PSYCHOLOGY Ročník 28; číslo 2; s. 209 - 219
Hlavní autoři: Kubik, Veit, Olofsson, Jonas K., Nilsson, Lars-Göran, Jönsson, Fredrik U.
Médium: Journal Article Publikace
Jazyk:angličtina
Vydáno: Hove Routledge 17.02.2016
Taylor & Francis Ltd
Témata:
direct testing effect
enactment
indirect testing effect
Memory for actions
Psychology
psykologi
recall type
recalltype
ISSN:2044-5911, 2044-592X, 2044-592X
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Abstract Testing memory typically enhances subsequent re-encoding of information ("indirect" testing effect) and, as compared to restudy, it also benefits later long-term retention ("direct" testing effect). We investigated the effect of testing on subsequent restudy and 1-week retention of action events (e.g. "water the plant"). In addition, we investigated if the type of recall practice (noun-cued vs. verb-cued) moderates these testing benefits. The results showed an indirect testing effect that increased following noun-cued recall of verbs as compared to verb-cued recall of nouns. In contrast, a direct testing effect on the forgetting rate of performed actions was not reliably observed, neither for noun- nor verb-cued recall. Thus, to the extent that this study successfully dissociated direct and indirect testing-based enhancements, they seem to be differentially effective for performed actions, and may rely on partially different mechanisms.
AbstractList Testing memory typically enhances subsequent re-encoding of information ("indirect" testing effect) and, as compared to restudy, it also benefits later long-term retention ("direct" testing effect). We investigated the effect of testing on subsequent restudy and 1-week retention of action events (e.g. "water the plant"). In addition, we investigated if the type of recall practice (noun-cued vs. verb-cued) moderates these testing benefits. The results showed an indirect testing effect that increased following noun-cued recall of verbs as compared to verb-cued recall of nouns. In contrast, a direct testing effect on the forgetting rate of performed actions was not reliably observed, neither for noun- nor verb-cued recall. Thus, to the extent that this study successfully dissociated direct and indirect testing-based enhancements, they seem to be differentially effective for performed actions, and may rely on partially different mechanisms.
Author Kubik, Veit
Jönsson, Fredrik U.
Olofsson, Jonas K.
Nilsson, Lars-Göran
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  surname: Kubik
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  givenname: Jonas K.
  surname: Olofsson
  fullname: Olofsson, Jonas K.
  organization: Swedish Collegium of Advanced Study
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  givenname: Lars-Göran
  surname: Nilsson
  fullname: Nilsson, Lars-Göran
  organization: Umeå Center for Functional Brain Imaging, Umeå University
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  givenname: Fredrik U.
  surname: Jönsson
  fullname: Jönsson, Fredrik U.
  organization: Department of Psychology, Stockholm University
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Snippet Testing memory typically enhances subsequent re-encoding of information ("indirect" testing effect) and, as compared to restudy, it also benefits later...
Testing memory typically enhances subsequent re-encoding of information (“ indirect” testing effect ) and, as compared to restudy, it also benefits later...
Testing memory typically enhances subsequent re-encoding of information (indirect testing effect) and, as compared to restudy, it also benefits later long-term...
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SubjectTerms direct testing effect
enactment
indirect testing effect
Memory for actions
Psychology
psykologi
recall type
recalltype
Title Putting action memory to the test: testing affects subsequent restudy but not long-term forgetting of action events
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