Cited by 8Cognitive Functions and MemoryMemory Processes and InfluencesVisual and Cognitive Learning Processes

Take a load off: examining partial and complete cognitive offloading of medication information

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Richmond, Lauren L., Kearley, Julia, Schwartz, Shawn T., Hargis, Mary B.·2023·Cognitive Research: Principles and Implications

Abstract

Although cognitive offloading, or the use of physical action to reduce internal cognitive demands, is a commonly used strategy in everyday life, relatively little is known about the conditions that encourage offloading and the memorial consequences of different offloading strategies for performance. Much of the extant work in this domain has focused on laboratory-based tasks consisting of word lists, letter strings, or numerical stimuli and thus makes little contact with real-world scenarios under which engaging in cognitive offloading might be likely. Accordingly, the current work examines offloading choice behavior and potential benefits afforded by offloading health-related information. Experiment 1 tests for internal memory performance for different pieces of missing medication interaction information. Experiment 2 tests internal memory and offloading under full offloading and partial offloading instructions for interaction outcomes that are relatively low severity (e.g., sweating). Experiment 3 extends Experiment 2 by testing offloading behavior and benefit in low-severity, medium-severity (e.g., backache), and high-severity interaction outcomes (e.g., heart attack). Here, we aimed to elucidate the potential benefits afforded by partial offloading and to examine whether there appears to be a preference for choosing to offload (i) difficult-to-remember information across outcomes that vary in severity, as well as (ii) information from more severe interaction outcomes. Results suggest that partial offloading benefits performance compared to relying on internal memory alone, but full offloading is more beneficial to performance than partial offloading.

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  • In a laboratory paradigm, partial cognitive offloading produced memory gains for non-offloaded items that were not present under full offloading.

    “Partial offloading resulted in memory gains for the items the learner did not offload that were not present in the full offloading group.”

    From <b>Effects of Partial vs. Full Cognitive Offloading with Generative AI on Learning Retention </b> (2026) · cites this paper as Richmond et al., 2023

    The General Discussion reports a significant recall benefit for non-offloaded information under partial offloading, but says this result was not observed in Experiment 2. It does not establish the claimed comparison with a full-offloading group: the reported full-versus-partial comparison concerns overall task performance, for which full offloading produced the larger benefit. (LLM, conf=0.85)

    Experimental — accuracy not yet measured
  • The partial/full cognitive offloading construct, initially developed in a value-based memory paradigm, is also applicable when the involved cognitive is authentic learning disciplinary content.

    “The first relates to empirical validation that the partial/full cognitive offloading construct, initially developed in a value-based memory paradigm (Richmond et al., 2023), is also applicable when the involved cognitive is the authentic learning disciplinary content.”

    From <b>Effects of Partial vs. Full Cognitive Offloading with Generative AI on Learning Retention </b> (2026) · cites this paper as Richmond et al., 2023

    The Conclusion (page unavailable) calls this the first study to examine partial offloading behavior and benefit, and the Experiment 2 Discussion compares partial with full offloading. The paper does not describe the construct as initially developed in a value-based memory paradigm: Experiment 2 used low-severity outcomes, while Experiment 3 varied outcome severity. The claim about authentic learning of disciplinary content is the citing authors’ proposed application, not a finding attributed to Richmond et al. (LLM, conf=0.84)

    Experimental — accuracy not yet measured
  • The partial/full distinction is applicable to more than just the items learners remember; it extends to how the total structure of the learned material is encoded.

    “The partial/full distinction (Richmond et al., 2023) is therefore applicable to more than just the items learners remember. It extends to how the total structure of the learned material is encoded.”

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Cited by

Sorted by citations

Authors
Richmond, L. L., Kearley, J., Schwartz, S. T., & Hargis, M. B.
Affiliations
  • Stony Brook University (US)
  • McGill University (CA)
  • Stanford University (US)
  • Texas Christian University (US)
Corresponding author
Richmond, Lauren L.
Venue
Cognitive Research: Principles and Implications
Published
2023-02-08
Volume
8
Issue
1
Pages
12-12
ISSN
2365-7464 (ISSN-L)
OpenAlex
W4319335902
Cited by
8
References
5
Citations by year
2026: 1 · 2025: 3 · 2024: 3 · 2020: 1
FWCI
1.55
Type
journal article
Language
en
Open access
Locations
  • Cognitive Research Principles and Implications (publishedVersion, cc-by)
  • PubMed Central (publishedVersion, cc-by)
  • PubMed (publishedVersion)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
  • OSF Preprints (OSF Preprints) (submittedVersion)
Topics
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Cognitive Functions and Memory
  • Life Sciences › Neuroscience › Cognitive Neuroscience › Memory Processes and Influences
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
Keywords
cognitive offloading, partial offloading, drug information, drug interactions, internal memory, health information, memory performance
MeSH terms
Choice Behavior, Cognition, Humans, Myocardial Infarction, Mental Recall, Exercise

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