The benefits and costs of repeated testing on the learning of face–name pairs in healthy older adults.

Tse, Chi-Shing; Balota, David A.; Roediger, Henry L.

doi:10.1037/a0019933

Cited by 80Memory Processes and InfluencesCognitive Functions and MemoryAging and Gerontology Research

The benefits and costs of repeated testing on the learning of face–name pairs in healthy older adults.

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Tse, Chi-Shing, Balota, David A., Roediger, Henry L.·2010·Psychology and Aging

DOI 10.1037/a0019933PMC PMC2990807

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Abstract

We compared the benefits of repeated testing and repeated study on cued recall of unfamiliar face-name pairs in healthy middle-aged and older adults. We extended Karpicke and Roediger's (2008) paradigm to compare the effects of repeated study versus repeated testing after each face-name pair was correctly recalled once. The results from Experiment 1, which provided no feedback during the acquisition phase, yielded a crossover interaction: Middle-aged adults showed the expected benefit of repeated testing, whereas older adults produced a benefit of repeated study. When participants were given feedback in Experiment 2, both middle-aged and older adults benefited from repeated testing. We suggest that for face-name pairs, feedback may be particularly important for individuals who have relatively poor memory to produce benefits from repeated testing.

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Repeated retrieval sessions with corrective feedback improve long-term retention.
“Regardless of the spacing, there is evidence to suggest that repeated retrieval sessions with corrective feedback improves long-term retention (Butler, 2010; Karpicke & Roediger, 2007b; Tse et al., 2010); for a review, see (Binks, 2018).”
From Does difficulty moderate learning? A comparative analysis of the desirable difficulties framework and cognitive load theory (2025) · cites this paper as Tse et al., 2010
Experiment 2’s Results report that feedback restored the benefit of repeated testing for final recall of face–name pairs, particularly in the oldest adults. The Present Research section specifies a 1.5-hour retention interval, and the paper does not establish that the benefit holds regardless of spacing. (LLM, conf=0.86)
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Authors: Tse, C.-S., Balota, D. A., & Roediger, H. L.
Affiliations: Chinese University of Hong Kong (HK)
ORCID: Tse, Chi-Shing
Venue: Psychology and Aging
Publisher: American Psychological Association (APA)
Published: 2010
Volume: 25
Issue: 4
Pages: 833-845
ISSN: 0882-7974 (ISSN-L)
1939-1498
DOI: 10.1037/a0019933
PMC: PMC2990807
OpenAlex: W2096927945
Cited by: 80
References: 57
Citations by year: 2026: 1 · 2025: 6 · 2024: 6 · 2023: 7 · 2022: 4 · 2021: 2 · 2020: 9 · 2019: 8 · 2018: 4 · 2017: 5 · 2016: 7 · 2015: 3 · 2014: 5 · 2013: 6 · 2012: 5
FWCI: 2.52
Type: journal article
Language: en
Open access: green
www.ncbi.nlm.nih.gov
Locations: Psychology and Aging (publishedVersion)
PubMed (publishedVersion)
PubMed Central (acceptedVersion)
Funders: National Institute on Aging (PO1AG003991; PO1AG026276)
Topics: Life Sciences › Neuroscience › Cognitive Neuroscience › Memory Processes and Influences
Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Functions and Memory
Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Aging and Gerontology Research
Keywords: retesting, cued recall, older adults, middle-aged adults, feedback, face memory, aging and memory
MeSH terms: Age Factors, Aged, Aged, 80 and over, Association Learning, Face, Female, Humans, Male, Middle Aged, Neuropsychological Tests, Mental Recall, Feedback, Psychological

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The benefits and costs of repeated testing on the learning of face–name pairs in healthy older adults.

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