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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| Published in: | JOURNAL OF COGNITIVE PSYCHOLOGY Vol. 28; no. 2; pp. 209 - 219 |
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| Main Authors: | , , , |
| Format: | Journal Article Publication |
| Language: | English |
| Published: |
Hove
Routledge
17.02.2016
Taylor & Francis Ltd |
| Subjects: | |
| ISSN: | 2044-5911, 2044-592X, 2044-592X |
| Online Access: | Get full text |
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| Summary: | 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. |
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| Bibliography: | ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 14 content type line 23 |
| ISSN: | 2044-5911 2044-592X 2044-592X |
| DOI: | 10.1080/20445911.2015.1111378 |