Application of the testing and spacing effects to name learning

Carpenter, Shana K.; DeLosh, Edward L.

doi:10.1002/acp.1101

Cited by 272Memory Processes and InfluencesCognitive Functions and MemoryMemory and Neural Mechanisms

Application of the testing and spacing effects to name learning

Carpenter, Shana K., DeLosh, Edward L.·2005·Applied Cognitive Psychology

DOI 10.1002/acp.1101

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Abstract

Four experiments investigated the effects of testing and spacing on the learning of face-name stimulus-response pairs. Experiments 1a and 1b compared the recall of names following intervening tests versus additional study opportunities and found that testing produced better retention of names. Experiments 2 and 3 explored the effects of repeated tests versus study for massed, uniform, or expanded spacing intervals. Tested names were better retained than studied names, spaced names were better retained than massed names, and memory was best for items tested at spaced intervals. Contrary to past findings, expanded schedules did not yield better memory than uniform schedules in either experiment. Theoretical implications for the testing and spacing effects are discussed, along with effective name-learning techniques based on these principles. Copyright © 2005 John Wiley & Sons, Ltd.

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Pretesting enhances subsequent learning by activating prior knowledge, revealing knowledge gaps, and sharpening attention to critical information encountered later.
“a substantial body of research demonstrates that pretesting enhances subsequent learning by activating prior knowledge, revealing knowledge gaps, and sharpening attention to critical information encountered later [2, 9, 11-13].”
From Do Gains from Generative AI-Enabled Adaptive Pretesting Persist? Evidence from a Retention Study (2026) · cites this paper as [2]
Practice testing improves retention more than restudying does.
“This basic type of practice testing already improves retention more than restudying does, indicating a direct effect of active retrieval on memory (e.g., Carpenter & DeLosh, 2005).”
From Predicting as a learning strategy (2021) · cites this paper as Carpenter & DeLosh, 2005

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“Thus, not only can testing and spacing improve memory independently (see Dempster, 1996; Schmidt & Bjork, 1992 ), their effectiveness can also be enhanced by combining factors in the form of repeated testing at spaced intervals.”
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(www.interscience.wiley.com) DOI: 10.1002/acp.1101 Application of the Testing and Spacing Effects to Name Learning
Carpenter, S. K., & DeLosh, E. L. (2016)
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Authors: Carpenter, S. K., & DeLosh, E. L.
Affiliations: Colorado State University (US)
Corresponding author: Carpenter, Shana K.
ORCID: Carpenter, Shana K.
Venue: Applied Cognitive Psychology
Publisher: Wiley
Published: 2005
Volume: 19
Issue: 5
Pages: 619-636
ISSN: 0888-4080 (ISSN-L)
1099-0720
DOI: 10.1002/acp.1101
OpenAlex: W2140172821
Cited by: 270
References: 51
Citations by year: 2026: 4 · 2025: 4 · 2024: 19 · 2023: 10 · 2022: 45 · 2021: 11 · 2020: 19 · 2019: 16 · 2018: 10 · 2017: 14 · 2016: 15 · 2015: 9 · 2014: 17 · 2013: 9 · 2012: 15
FWCI: 3.46
Type: journal article
Language: en
Open access: closed
Licence: doi.wiley.com/10.1002/tdm_license_1.1 (tdm, 3895 d)
Locations: Applied Cognitive Psychology (publishedVersion)
Topics: Life Sciences › Neuroscience › Cognitive Neuroscience › Memory Processes and Influences
Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Functions and Memory
Life Sciences › Neuroscience › Cognitive Neuroscience › Memory and Neural Mechanisms
Keywords: testing effect, spacing effect, stimulus-response learning, retention, memory enhancement

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Application of the testing and spacing effects to name learning

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