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Related Experiment Video

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Working Memory Training for Older Participants: A Control Group Training Regimen and Initial Intellectual Functioning Assessment

Working Memory Training for Older Participants: A Control Group Training Regimen and Initial Intellectual Functioning Assessment

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Determinants of retrieval solutions during cognitive skill training: source confusions.

Serge V Onyper¹, William J Hoyer, John Cerella

¹Syracuse University, Syracuse, New York 13244-2340, USA.

Memory & Cognition

|August 29, 2006

Summary

Interpolated recognition tests can hinder cognitive skill acquisition by reducing retrieval frequency, especially for new information. This effect was observed in both younger and older adults during arithmetic skill training.

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Area of Science:

Cognitive Psychology
Learning Sciences
Human Memory

Background:

The impact of interpolated item recognition tests on cognitive skill acquisition is debated, with studies reporting varied outcomes.
Understanding how memory processes interact during skill learning is crucial for optimizing educational strategies.

Purpose of the Study:

To investigate the effect of interpolated recognition testing on the acquisition of an artificial arithmetic skill.
To examine age-related differences in the response to interpolated testing during skill acquisition.

Main Methods:

Participants completed repeated trials of 12 artificial arithmetic problems, reporting their compute/retrieve strategy.
One group received recognition tests every three blocks of training, while a control group did not.
Item familiarity and source confusion were considered as potential mediating factors.

Main Results:

Recognition testing significantly depressed retrieve frequencies in both younger and older adults, particularly for recently learned items.
The negative impact of recognition testing was partially mitigated when training items were paired with similar recognition foils.
Findings suggest decisions to compute or retrieve are influenced by item familiarity and source confusion.

Conclusions:

Interpolated recognition tests can disrupt cognitive skill acquisition by interfering with retrieval processes.
The observed effects may be explained by a familiarity-based decision threshold influenced by source confusion.
Individual differences in this threshold could account for both disruptive and facilitative effects reported in prior research.