The DOI matches its Crossref record; 17 of the 17 references it cites were found in a registry or an index.
Semantic information activated during retrieval contributes to later retention: Support for the mediator effectiveness hypothesis of the testing effect.
Abstract
Previous research has proposed that tests enhance retention more than do restudy opportunities because they promote the effectiveness of mediating information--that is, a word or concept that links a cue to a target (Pyc & Rawson, 2010). Although testing has been shown to promote retention of mediating information that participants were asked to generate, it is unknown what type of mediators are spontaneously activated during testing and how these contribute to later retention. In the current study, participants learned cue-target pairs through testing (e.g., Mother: _____) or restudying (e.g., Mother: Child) and were later tested on these items in addition to a never-before-presented item that was strongly associated with the cue (e.g., Father)--that is, the semantic mediator. Compared with participants who learned the items through restudying, those who learned the items through testing exhibited higher false alarm rates to semantic mediators on a final recognition test (Experiment 1) and were also more likely to recall the correct target from the semantic mediator on a final cued recall test (Experiment 2). These results support the mediator effectiveness hypothesis and demonstrate that semantically related information may be 1 type of natural mediator that is activated during testing.
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Cites
REMEMBERING: A STUDY IN EXPERIMENTAL AND SOCIAL PSYCHOLOGY
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Test-Enhanced Learning: Taking Memory Tests Improves Long-Term Retention
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The power of testing memory: Basic research and implications for educational practice
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Karpicke, J. D., & Roediger, H. L. (2008) · Science · doi:10.1126/science.1152408 · Cited by 1,791 · cited 1×
“This replicates a number of studies reporting beneficial effects of testing (see e.g., Bjork, 1988; Carpenter, Pashler, & Vul, 2006; Chan, McDermott, & Roediger, 2006; Cull, 2000; Izawa, 1992; Karpicke & Roediger, 2008; Kuo & Hirshman, 1996; Mcdaniel, Roediger, & McDermott, 2007).”
Pyc, M. A., & Rawson, K. A. (2009) · Journal of Memory and Language · doi:10.1016/j.jml.2009.01.004 · Cited by 551
Unsuccessful retrieval attempts enhance subsequent learning.
Kornell, N., Hays, M. J., & Bjork, R. A. (2009) · Journal of Experimental Psychology: Learning, Memory, and Cognition · doi:10.1037/a0015729 · Cited by 484
Testing improves long-term retention in a simulated classroom setting
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“…(see e.g., Kang, McDermott, & Roediger, 2007), administering the initial test after longer as opposed to shorter time intervals (see e.g., Karpicke & Roediger, 2007; Pyc & Rawson, 2009; Whitten & Bjork, 1977), and by testing a target item (e.g., Bread) with a weakly related cue (e.g.,…”
BackgroundCarpenter, S. K., & Delosh, E. L. (2006) · Memory & Cognition · doi:10.3758/bf03193405 · Cited by 386
Self-citationWhy Testing Improves Memory: Mediator Effectiveness Hypothesis
Pyc, M. A., & Rawson, K. A. (2010) · Science · doi:10.1126/science.1191465 · Cited by 371
Cited by
Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013) · Psychological Science in the Public Interest · doi:10.1177/1529100612453266 · Cited by 3,138
Self-Regulated Learning: Beliefs, Techniques, and Illusions
Bjork, R. A., Dunlosky, J., & Kornell, N. (2013) · Annual Review of Psychology · doi:10.1146/annurev-psych-113011-143823 · Cited by 1,468
The effect of testing versus restudy on retention: A meta-analytic review of the testing effect.
Rowland, C. A. (2014) · Psychological Bulletin · doi:10.1037/a0037559 · Cited by 1,066
Rethinking the Use of Tests: A Meta-Analysis of Practice Testing
Adesope, O. O., Trevisan, D. A., & Sundararajan, N. (2017) · Review of Educational Research · doi:10.3102/0034654316689306 · Cited by 544
Transfer of test- enhanced learning: meta-analytic review and synthesis
Pan, S. C., & Rickard, T. C. (2018) · Psychological Bulletin · doi:10.1037/bul0000151 · Cited by 286
Metadata
- Authors
- Carpenter, S. K.
- Venue
- Journal of Experimental Psychology: Learning, Memory, and Cognition
- Published
- 2011
- Volume
- 37
- Issue
- 6
- Pages
- 1547-1552
- ISSN
- 0278-7393 (ISSN-L)
- 1939-1285
- OpenAlex
- W2118576003
- Cited by
- 258
- References
- 17
- FWCI
- 7.99
- Type
- journal article
- Language
- en
- Open access
- closed
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