Reversing the testing effect by feedback: Behavioral and electrophysiological evidence.
Bernhard Pastötter1, Karl-Heinz T Bäuml2
1Department of Experimental Psychology, Regensburg University, Universitätsstr. 31, 93053, Regensburg, Germany. bernhard.pastoetter@psychologie.uni-regensburg.de.
Cognitive, Affective & Behavioral Neuroscience
|February 10, 2016
Summary
Retrieval practice usually improves memory, but feedback during testing can reverse this effect. This study investigated brain activity during testing, finding that feedback learning, not just item strengthening, influences the reversed testing effect.
Area of Science:
- Cognitive Psychology
- Neuroscience
Background:
- The testing effect demonstrates that retrieval practice enhances long-term retention compared to restudy.
- Prior research indicates this effect can reverse when feedback is given during final recall tests.
Purpose of the Study:
- To investigate the neural mechanisms underlying the reversal of the testing effect.
- To examine oscillatory brain activity during recall testing with feedback.
Main Methods:
- Participants learned cue-target word pairs, with half retrieval practiced and half restudy practiced.
- Two cued recall tests were administered, with immediate feedback provided during the first test.
- Electroencephalography (EEG) recorded brain activity during the recall tests.
Main Results:
- Behavioral results replicated prior work, showing a testing effect in Test 1 and a reversed testing effect in Test 2.
- EEG data revealed feedback-related effects in alpha/lower-beta power.
- Retrieval practice modulated fast theta power for non-recalled items in Test 1.
Conclusions:
- The reversed testing effect can occur independently of differential strengthening of items through feedback learning.
- Findings offer insights into the cognitive and neural processes influencing memory retrieval and feedback.
- Results inform theoretical models, such as the distribution-based bifurcation model of testing effects.
