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Methods to Test Visual Attention Online
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Attention and the testing effect.

Neil W Mulligan1, Milton Picklesimer1

  • 1Department of Psychology, University of North Carolina.

Journal of Experimental Psychology. Learning, Memory, and Cognition
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Retrieval practice is more resilient to divided attention (DA) than restudying. This means recalling information aids later memory even with distractions, unlike simply reviewing it.

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Area of Science:

  • Cognitive Psychology
  • Neuroscience
  • Educational Psychology

Background:

  • The testing effect demonstrates that memory retrieval enhances later recall.
  • Divided attention (DA) significantly impairs memory encoding but has minimal impact on retrieval success.
  • It remains unclear if the benefits of retrieval practice are as susceptible to distraction as initial encoding.

Purpose of the Study:

  • To investigate whether the mnemonic benefits of retrieval practice are resilient to divided attention (DA).
  • To compare the impact of DA on retrieval practice versus restudying.
  • To determine if retrieval's positive effects on memory are more robust to distraction than encoding processes.

Main Methods:

  • Two experiments were conducted involving initial word pair study (Phase 1).
  • Participants engaged in either restudy or retrieval practice (Phase 2) under full attention (FA) or DA.
  • A final cued-recall test was administered either immediately or after a 24-hour delay (Phase 3).

Main Results:

  • Divided attention (DA) had minimal effect on retrieval success during Phase 2.
  • The testing effect (benefit of retrieval over restudy) was larger under DA than FA.
  • DA significantly reduced recall for the restudy condition but not for the retrieval condition.

Conclusions:

  • Retrieval practice's positive effects on memory are more resilient to divided attention than restudying.
  • Distraction during learning impairs restudy more than retrieval practice.
  • These findings suggest retrieval practice offers a more robust method for strengthening memory under non-ideal learning conditions.