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Transfer of Test-Enhanced Learning
Donnelle DiMarco1, Harvey Marmurek1
1Department of Psychology, University of Guelph College of Social and Applied Human Sciences, Guelph, ON, Canada.
Experimental Psychology
|August 17, 2022
Summary
Retrieval practice enhances memory recall, but mixing different types of cues during testing can hinder this benefit. This study challenges existing theories on how memory mediators aid learning.
Area of Science:
- Cognitive Psychology
- Educational Psychology
- Neuroscience
Background:
- Retrieval practice, or testing, improves memory more than restudy.
- The mediator effectiveness hypothesis suggests retrieval benefits stem from activating linking words (mediators).
- Transfer of test-enhanced learning occurs when unstudied cues aid recall.
Purpose of the Study:
- To investigate if mediator activation leads to target recall via backward chaining.
- To explore if testing transfers learning benefits to associated cues.
- To challenge assumptions of the mediator effectiveness hypothesis.
Main Methods:
- Four experiments studied weakly related word pairs.
- Participants either restudied pairs or attempted cued recall.
- Final test used unstudied semantic mediators or target-related cues, varied between or within subjects.
Main Results:
- Mixing mediators and target-related cues reduced test-enhanced learning transfer.
- Mixing increased the likelihood of recalling original cues when presented with a mediator.
- Backward chaining was indexed by recalling original cues instead of targets.
Conclusions:
- The mediator effectiveness hypothesis may not fully explain retrieval benefits.
- Testing effectiveness depends on the type and presentation of subsequent cues.
- Memory retrieval processes are complex and influenced by cue interference.
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