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

Area of Science:

• Cognitive Psychology
• Memory Research
• Learning Sciences

Background:

• The testing effect suggests that retrieving information enhances memory more than restudying.
• The mediator effectiveness hypothesis proposes that testing strengthens an associative chain, including a mediator, for improved recall.
• Previous research indicated testing effects for semantically related but associatively unrelated paired associates.

Purpose of the Study:

• To investigate the underlying mechanisms of the testing effect for semantically related paired associates.
• To test the mediator effectiveness hypothesis against an alternative account involving cue-elicitation.
• To directly examine the role of spontaneous mediation in the testing effect.

Main Methods:

• Experiment 1 tested an alternative account by examining the role of mediator-cue associative strength.
• Experiment 2 directly assessed the mediator effectiveness hypothesis by requiring mediator recall before target recall.
• Participants learned cue-target pairs and underwent either restudying or review testing conditions.

Main Results:

• The testing effect for mediator-to-target recall was independent of mediator-cue associative strength.
• The cue-to-target testing effect magnitude was similar whether the mediator was recalled or not.
• Overall target recall was reduced when participants were prompted to recall the mediator first.

Conclusions:

• Spontaneous mediation does not explain the testing effect for semantically related, associatively unrelated paired associates.
• The mediator effectiveness hypothesis's prediction of enhanced recall via spontaneous mediation was not supported.
• Alternative explanations for the testing effect in this context require further investigation.