The Effect of Post-Learning Wakeful Rest on the Retention of Second Language Learning Material over the Long Term
Evidence exists that a brief period of wakeful rest after learning supports memory retention, while interference after learning weakens memory retention. We tested this so-called resting effect for second language learning material. In two counterbalanced within-subject designs, participants were in...
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| Vydáno v: | Current psychology (New Brunswick, N.J.) Ročník 39; číslo 1; s. 299 - 306 |
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| Hlavní autoři: | , , , |
| Médium: | Journal Article |
| Jazyk: | angličtina |
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New York
Springer US
01.02.2020
Springer Springer Nature B.V |
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| ISSN: | 1046-1310, 1936-4733 |
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| Abstract | Evidence exists that a brief period of wakeful rest after learning supports memory retention, while interference after learning weakens memory retention. We tested this so-called resting effect for second language learning material. In two counterbalanced within-subject designs, participants were involved in two identical successive learning phases. In each phase, they learned one of two second language stories, immediately followed by a recall phase in the first language. The critical manipulation took place after the immediate recall. Here, participants either rested or worked on a distractor task for 8 min. In Experiment 1, participants worked on a spot-the-difference task (visual distractor condition), and in Experiment 2, they read a New York Times article (verbal distractor condition). After 7 days, all participants were again invited to a second experimental session, where a surprise free recall test took place. Our results showed that second language story retention over a period of 7 days was not supported by a brief period of wakeful rest following learning and recall, independent of the distractor condition. Our findings contribute to an important characterization of the wakeful resting effect in younger adults, which is discussed in the light of existing studies. |
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| AbstractList | Evidence exists that a brief period of wakeful rest after learning supports memory retention, while interference after learning weakens memory retention. We tested this so-called resting effect for second language learning material. In two counterbalanced within-subject designs, participants were involved in two identical successive learning phases. In each phase, they learned one of two second language stories, immediately followed by a recall phase in the first language. The critical manipulation took place after the immediate recall. Here, participants either rested or worked on a distractor task for 8 min. In Experiment 1, participants worked on a spot-the-difference task (visual distractor condition), and in Experiment 2, they read a New York Times article (verbal distractor condition). After 7 days, all participants were again invited to a second experimental session, where a surprise free recall test took place. Our results showed that second language story retention over a period of 7 days was not supported by a brief period of wakeful rest following learning and recall, independent of the distractor condition. Our findings contribute to an important characterization of the wakeful resting effect in younger adults, which is discussed in the light of existing studies. Evidence exists that a brief period of wakeful rest after learning supports memory retention, while interference after learning weakens memory retention. We tested this so-called resting effect for second language learning material. In two counterbalanced within-subject designs, participants were involved in two identical successive learning phases. In each phase, they learned one of two second language stories, immediately followed by a recall phase in the first language. The critical manipulation took place after the immediate recall. Here, participants either rested or worked on a distractor task for 8 min. In Experiment 1, participants worked on a spot-the-difference task (visual distractor condition), and in Experiment 2, they read a New York Times article (verbal distractor condition). After 7 days, all participants were again invited to a second experimental session, where a surprise free recall test took place. Our results showed that second language story retention over a period of 7 days was not supported by a brief period of wakeful rest following learning and recall, independent of the distractor condition. Our findings contribute to an important characterization of the wakeful resting effect in younger adults, which is discussed in the light of existing studies. |
| Audience | Academic |
| Author | Riedlsperger, Benjamin Maran, Thomas Martini, Markus Sachse, Pierre |
| Author_xml | – sequence: 1 givenname: Markus surname: Martini fullname: Martini, Markus email: markus.martini@uibk.ac.at organization: University of Innsbruck – sequence: 2 givenname: Benjamin surname: Riedlsperger fullname: Riedlsperger, Benjamin organization: University of Innsbruck – sequence: 3 givenname: Thomas surname: Maran fullname: Maran, Thomas organization: University of Innsbruck – sequence: 4 givenname: Pierre surname: Sachse fullname: Sachse, Pierre organization: University of Innsbruck |
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| Keywords | Long-term memory Consolidation Wakeful resting Interference Second language |
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| SubjectTerms | Adults Attrition Behavioral Science and Psychology Equipment and supplies Free recall Immediate recall Language Language acquisition Learning Learning transfer Manipulation Memory Psychology Recall Resting Retention Second language learning Social Sciences Teaching Unaided recall Young adults |
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| Title | The Effect of Post-Learning Wakeful Rest on the Retention of Second Language Learning Material over the Long Term |
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