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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.

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Summary
This summary is machine-generated.

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.

Keywords:
backward chainingmediator effectivenesstesting effecttransfer effect

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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.