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Using Practice Testing, Public Speaking, and Source Monitoring to Examine the Influences of Learning Strategies and Stress on Episodic Memory
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The Critical Importance of Retrieval--and Spacing--for Learning.

Nicholas C Soderstrom1, Tyson K Kerr2, Robert A Bjork2

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Repeated testing aids long-term learning, while restudying may not. However, when spacing is controlled within subjects, both testing and restudying improve learning and awareness of mnemonic benefits.

Keywords:
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Area of Science:

  • Cognitive Psychology
  • Educational Psychology

Background:

  • Repeated testing (retrieval practice) is known to enhance long-term learning.
  • Repeated studying (restudying) has shown limited benefits in prior research, potentially due to experimental design limitations.

Purpose of the Study:

  • To investigate the impact of repeated testing versus repeated studying on long-term learning.
  • To examine if spacing differences in between-subjects designs account for the ineffectiveness of restudying.
  • To explore the interaction between retrieval processes and spacing in different experimental designs.

Main Methods:

  • Experiment 1 replicated prior findings using a between-subjects design.
  • Experiment 2 manipulated learning conditions within subjects to control for spacing differences.
  • Learning was assessed based on recall performance.

Main Results:

  • Consistent with prior work, repeated testing enhanced learning, while restudying did not in a between-subjects design.
  • When spacing was controlled within subjects, both repeated testing and restudying improved learning.
  • Learners showed enhanced awareness of the mnemonic benefits of both strategies in the within-subjects design.

Conclusions:

  • The effectiveness of restudying depends on experimental design, particularly spacing.
  • Test-induced retrieval and spacing interact to influence learning outcomes.
  • Within-subjects designs reveal benefits of restudying that may be obscured in between-subjects designs.