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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Veröffentlicht in:Current psychology (New Brunswick, N.J.) Jg. 39; H. 1; S. 299 - 306
Hauptverfasser: Martini, Markus, Riedlsperger, Benjamin, Maran, Thomas, Sachse, Pierre
Format: Journal Article
Sprache:Englisch
Veröffentlicht: New York Springer US 01.02.2020
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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.
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
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Issue 1
Keywords Long-term memory
Consolidation
Wakeful resting
Interference
Second language
Language English
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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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