Neural activations associated with feedback and retrieval success.
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", i.e. superior memory performance after repeated testing compared to re-study of to-be-learned materials. However, considerably less is known about the underlying neuro-cognitive processes that are involved in the initial testing phase, and thus underlies the actual testing effect. Here, we investigated functional brain activity related to test-enhanced learning with feedback. Subjects learned foreign vocabulary across three consecutive tests with correct-answer feedback. Functional brain-activity responses were analyzed in relation to retrieval and feedback events, respectively. Results revealed up-regulated activity in fronto-striatal regions during the first successful retrieval, followed by a marked reduction in activity as a function of improved learning. Whereas feedback improved behavioral performance across consecutive tests, feedback had a negligable role after the first successful retrieval for functional brain-activity modulations. It is suggested that the beneficial effects of test-enhanced learning is regulated by feedback-induced updating of memory representations, mediated via the striatum, that might underlie the stabilization of memory commonly seen in behavioral studies of the testing effect.
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The position of the correct answer relative to the lures was systematically varied to avoid item order effects.
“The position of the correct answer relative to the lures systematically varied to avoid item order effects (see Karlsson Wirebring et al., 2015; Wiklund-Hörnqvist et al., 2017, 2020; Jonsson et al., 2020; Stillesjö et al., 2021).”
From Retrieval Practice Is Effective Regardless of Self-Reported Need for Cognition - Behavioral and Brain Imaging Evidence (2022) · cites this paper as Wiklund-Hörnqvist et al., 2017
Retrieval practice reduces demands on left prefrontal brain regions implicated in cognitive control functions.
“In our prior fMRI studies we found support for that retrieval practice, as measured across three consecutive tests with (Wiklund-Hörnqvist et al., 2017) or without feedback (Karlsson Wirebring et al., 2015), reduces demands on left prefrontal brain regions implicated in cognitive control functions.”
From Retrieval Practice Is Effective Regardless of Self-Reported Need for Cognition - Behavioral and Brain Imaging Evidence (2022) · cites this paper as Wiklund-Hörnqvist et al., 2017
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- Authors
- Wiklund-Hörnqvist, C., Andersson, M., Jonsson, B., & Nyberg, L.
- Affiliations
- Umeå University (SE)
- Venue
- npj Science of Learning
- Published
- 2017-11-02
- Volume
- 2
- Issue
- 1
- Pages
- 12-12
- ISSN
- 2056-7936 (ISSN-L)
- PMC
- PMC6161507
- OpenAlex
- W2766331339
- Cited by
- 10
- References
- 52
- Citations by year
- 2023: 2 · 2022: 4 · 2020: 1 · 2019: 3
- FWCI
- 0.63
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Locations
- npj Science of Learning (publishedVersion, cc-by)
- Europe PMC (PubMed Central) (publishedVersion, other-oa)
- PubMed Central (publishedVersion, cc-by)
- PubMed (publishedVersion)
- KTH Publication Database DiVA (KTH Royal Institute of Technology) (submittedVersion, other-oa)
- Funders
- Vetenskapsrådet (2014-2099., 721-2014-2099)
- Biodiversity Institute, University of Florida
- Topics
- Life Sciences › Neuroscience › Cognitive Neuroscience › Memory Processes and Influences
- Life Sciences › Neuroscience › Cognitive Neuroscience › Memory and Neural Mechanisms
- Life Sciences › Neuroscience › Cognitive Neuroscience › Neurobiology of Language and Bilingualism
- Keywords
- testing effect, retrieval practice, feedback, memory retrieval, striatum, memory stabilization, memory updating, neural correlates of learning
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