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Related Concept Videos

Retrieval01:12

Retrieval

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Retrieval is the process of getting information out of memory storage and back into conscious awareness. This ability is essential for daily tasks like brushing hair and teeth, driving to work, and performing job duties. Retrieval occurs in three ways: recall, recognition, and relearning.
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Chunking and Rehearsal in Sensory Memory01:22

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Improving short-term memory can be achieved through techniques like chunking and rehearsal. Chunking involves organizing information into larger, more manageable units. This technique is particularly useful for information that exceeds the typical memory span of between five and nine items. For instance, logging into an online account with a password like "ta89vq0179gz" involves grouping letters and numbers into three chunks—ta89, vq01, and 79gz. It makes large amounts of...
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Elaborative Rehearsals01:07

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Elaborative rehearsal is a crucial cognitive strategy that strengthens information encoding in long-term memory by making meaningful connections between new data and pre-existing knowledge. This approach contrasts with maintenance rehearsal, which involves simple repetition without delving into the significance of the information. While maintenance rehearsal might temporarily keep information active in short-term memory, it is less effective for long-term retention.
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Modeling in Therapy01:26

Modeling in Therapy

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Modeling, a key technique in therapy, uses observational learning to help clients acquire and practice new skills by watching therapists demonstrate desired behaviors. This approach, rooted in Albert Bandura's concept of vicarious learning, plays a significant role in therapeutic interventions for various psychological conditions, including social anxiety, ADHD, and depression.
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Not all intergroup interactions lead to negative outcomes. Sometimes, being in a group situation can improve performance. Social facilitation occurs when an individual performs better when an audience is watching than when the individual performs the behavior alone. This typically occurs when people are performing a task for which they are skilled.
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Forgetting is a complex cognitive phenomenon influenced by several factors, among which interference and decay are particularly prominent. These processes explain why individuals often struggle to retrieve specific information from memory, leading to lapses in recall that can be observed in everyday situations.
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Related Experiment Video

Updated: Feb 18, 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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The testing effect in a social setting: Does retrieval practice benefit a listener?

Magdalena Abel1, Henry L Roediger1

  • 1Department of Psychology, Washington University in St. Louis.

Journal of Experimental Psychology. Applied
|November 28, 2017
PubMed
Summary

Retrieval practice, or the testing effect, improves memory retention. However, this benefit is less pronounced for listeners in social learning settings compared to speakers, unless listeners actively engage in covert retrieval.

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Area of Science:

  • Cognitive Psychology
  • Educational Psychology
  • Neuroscience

Background:

  • The testing effect demonstrates that retrieval practice enhances memory retention compared to restudying.
  • Social learning contexts may alter the efficacy of retrieval practice.

Purpose of the Study:

  • To investigate the impact of social contexts on the testing effect.
  • To compare the memory benefits of overt (speaker) versus covert (listener) retrieval practice.

Main Methods:

  • Participants studied vocabulary in pairs, engaging in restudy and retrieval practice.
  • Retrieval practice involved one participant acting as speaker (overt) and the other as listener (covert).
  • Listener engagement was manipulated in Experiment 3 to focus on self-retrieval.

Main Results:

  • Overt retrieval practice by speakers significantly improved recall over restudying after a two-day delay.
  • Covert practice by listeners yielded smaller recall benefits than overt practice in Experiments 1 and 2.
  • When listeners focused on their own covert retrieval, both overt and covert practice showed similar memory benefits.

Conclusions:

  • Memory retrieval benefits are not equivalent for speakers and listeners in social learning.
  • Classroom questioning strategies may require adjustments to ensure active, effortful covert retrieval for all students to maximize learning.