Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Sleep loss and emotion: A systematic review and meta-analysis of over 50 years of experimental research.

Psychological bulletin·2023
Same author

Normative data for Chinese-English paired associates.

Behavior research methods·2019
Same author

Survival Processing Enhances Visual Search Efficiency.

Experimental psychology·2018
Same author

Does testing increase spontaneous mediation in learning semantically related paired associates?

Journal of experimental psychology. Learning, memory, and cognition·2017
Same author

The roles of encoding strategies and retrieval practice in test-expectancy effects.

Memory (Hove, England)·2016
Same author

I can see what you are saying: Auditory labels reduce visual search times.

Acta psychologica·2016

Related Experiment Video

Updated: Dec 23, 2025

A Computerized Functional Skills Assessment and Training Program Targeting Technology Based Everyday Functional Skills
07:31

A Computerized Functional Skills Assessment and Training Program Targeting Technology Based Everyday Functional Skills

Published on: February 13, 2020

7.2K

Transfer-appropriate processing in the testing effect.

Mary T Veltre1, Kit W Cho1, James H Neely1

  • 1a Department of Psychology , University at Albany, State University of New York , Albany , NY , USA.

Memory (Hove, England)
|October 28, 2014
PubMed
Summary
This summary is machine-generated.

Taking a review test improves memory recall more than restudying material. This testing effect is stronger when review and final test cues match, suggesting retrieval overlap enhances learning.

Keywords:
Cued recallRetrieval practiceTesting effectTransfer-appropriate processing

More Related Videos

Task Interruption and Resumption Paradigm for Testing the Activation and Pursuit of an Abstract Thinking Goal
06:45

Task Interruption and Resumption Paradigm for Testing the Activation and Pursuit of an Abstract Thinking Goal

Published on: April 18, 2017

6.5K
Making Sense of Listening: The IMAP Test Battery
11:25

Making Sense of Listening: The IMAP Test Battery

Published on: October 11, 2010

16.2K

Related Experiment Videos

Last Updated: Dec 23, 2025

A Computerized Functional Skills Assessment and Training Program Targeting Technology Based Everyday Functional Skills
07:31

A Computerized Functional Skills Assessment and Training Program Targeting Technology Based Everyday Functional Skills

Published on: February 13, 2020

7.2K
Task Interruption and Resumption Paradigm for Testing the Activation and Pursuit of an Abstract Thinking Goal
06:45

Task Interruption and Resumption Paradigm for Testing the Activation and Pursuit of an Abstract Thinking Goal

Published on: April 18, 2017

6.5K
Making Sense of Listening: The IMAP Test Battery
11:25

Making Sense of Listening: The IMAP Test Battery

Published on: October 11, 2010

16.2K

Area of Science:

  • Cognitive Psychology
  • Educational Psychology

Background:

  • The testing effect demonstrates that retrieval practice enhances long-term retention.
  • Understanding the mechanisms behind the testing effect, such as transfer-appropriate processing, is crucial for optimizing learning strategies.

Purpose of the Study:

  • To investigate how transfer-appropriate processing influences the testing effect.
  • To examine the roles of semantic and orthographic cues in memory retrieval after testing.

Main Methods:

  • Participants engaged in a study phase, followed by either restudying or a cued-recall test with semantic and orthographic cues.
  • A final cued-recall test assessed memory using identical or varied cue types (semantic/orthographic).

Main Results:

  • Testing significantly enhanced memory performance across all conditions.
  • Memory recall was higher when review and final test cues were identical, particularly for semantic cues.
  • Memory performance improved as the similarity between review and final test cues increased.

Conclusions:

  • The testing effect is supported by the overlap between retrieval processes during review and final testing.
  • Episodic retrieval processes during testing contribute more to the testing effect than encoding during restudy.