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Related Experiment Video

Updated: Feb 20, 2026

Using Practice Testing, Public Speaking, and Source Monitoring to Examine the Influences of Learning Strategies and Stress on Episodic Memory
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Modification of episodic memories by novel learning: a failed replication study.

Kevin van Schie1, Suzanne C van Veen1, Marcel A van den Hout1

  • 1Department of Clinical Psychology, Utrecht University, Utrecht, The Netherlands.

European Journal of Psychotraumatology
|October 18, 2017
PubMed
Summary

Reactivating memories and then learning new information disrupted memory recall, but this effect was not significantly stronger than learning new information alone. This finding has implications for memory modification techniques in psychological treatments.

Keywords:
Bayesian statisticsMemory reconsolidationepisodic memoryreplication

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Area of Science:

  • Cognitive Psychology
  • Neuroscience
  • Clinical Psychology

Background:

  • Memories become unstable after reactivation, allowing for modification before long-term storage.
  • Novel learning can interfere with reactivated memories, potentially disrupting them.
  • Previous research indicated new learning post-reactivation alters episodic memory.

Purpose of the Study:

  • To replicate findings on memory modification through interference after memory reactivation.
  • To investigate the potential application of memory interference in trauma-focused therapies like CBT and EMDR.

Main Methods:

  • 96 participants viewed and recalled pictures on Day 1.
  • On Day 8, participants were randomized into four groups: reactivation + new learning, reactivation only, new learning only, or control.
  • Memory recall was tested on Day 9 by identifying previously seen pictures.

Main Results:

  • The group that both reactivated and learned new material recognized fewer original pictures compared to control groups.
  • However, the difference between new learning after reactivation and new learning alone was not statistically significant.
  • Bayesian hypothesis testing quantified evidence for and against hypotheses.

Conclusions:

  • Some findings from Wichert et al. were replicated, confirming memory disruption after reactivation and new learning.
  • The critical difference between new learning post-reactivation and new learning alone was not substantially supported.
  • Further research is needed to clarify the efficacy of memory interference techniques in therapeutic contexts.