Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Retrieval01:12

Retrieval

119
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.
Recall involves accessing information without cues, such as during an essay test, where individuals must retrieve facts and concepts from memory unaided. Another example is remembering the name of a colleague...
119
Interference and Decay01:16

Interference and Decay

149
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.
Interference occurs when competing memories hinder the retrieval of particular information. It can be classified into two types: proactive and retroactive interference. Proactive...
149
Elaborative Rehearsals01:07

Elaborative Rehearsals

90
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.
The effectiveness of...
90
Chunking and Rehearsal in Sensory Memory01:22

Chunking and Rehearsal in Sensory Memory

222
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...
222
Metacognition01:26

Metacognition

176
Metacognition is a conscious process where individuals are aware of their cognitive and executive processes, such as planning before solving a problem or self-monitoring during reading. For instance, a writer may need help with composing a piece. The situation involves a writer who is working on a piece of writing, but while doing so, they realize that something is missing. They notice that their characters lack depth or details. This realization occurs because the writer is reflecting on their...
176
Working Memory01:24

Working Memory

196
Working memory refers to a combination of components, including short-term memory and attention, that allow an individual to hold information temporarily as we perform cognitive tasks. It is an essential cognitive function that enables the execution of complex tasks such as problem-solving, comprehension, and reasoning. Unlike short-term memory, which simply involves the storage of information for a brief period, working memory involves the active manipulation and processing of this...
196

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Are two heads better than one? Investigating the influence of collaboration on creative problem solving using the Remote Associates Task (RAT).

Journal of experimental psychology. Applied·2025
Same author

Enhancing declarative concept application: The utility of examples as primary targets of learning.

Journal of experimental psychology. Applied·2022
Same journal

Error Cancellation During Early Task Performance.

Experimental psychology·2026
Same journal

Test Format Matching Moderates the Forward Testing Effect.

Experimental psychology·2026
Same journal

Affective-Motivational Task Content and Stimulus Size Modulate Cognitive Control in Task Switching.

Experimental psychology·2026
Same journal

The Effect of Violent Virtual Avatar Experience on Players' Response Inhibition to Angry Expressions and Its Cognitive Neural Mechanisms.

Experimental psychology·2026
Same journal

Same Person, Different Personality?

Experimental psychology·2026
Same journal

Competition Matters!

Experimental psychology·2026
See all related articles

Related Experiment Video

Updated: Jul 13, 2025

Using Practice Testing, Public Speaking, and Source Monitoring to Examine the Influences of Learning Strategies and Stress on Episodic Memory
07:59

Using Practice Testing, Public Speaking, and Source Monitoring to Examine the Influences of Learning Strategies and Stress on Episodic Memory

Published on: June 14, 2019

8.0K

Collaborative Retrieval Practice Reduces Mind-Wandering During Learning.

Alexander G Knopps1, Kathryn T Wissman1

  • 1Department Psychology, North Dakota State University, Fargo, ND, USA.

Experimental Psychology
|October 13, 2023
PubMed
Summary
This summary is machine-generated.

Collaborative retrieval practice, where learning partners test each other, was found to reduce mind-wandering during study. This contrasts with individual retrieval practice, offering a new benefit for group learning strategies.

Keywords:
collaborative learningmind-wanderingretrieval practice

More Related Videos

Combining Behavior and EEG to Study the Effects of Mindfulness Meditation on Episodic Memory
08:16

Combining Behavior and EEG to Study the Effects of Mindfulness Meditation on Episodic Memory

Published on: May 11, 2020

7.4K
Inter-Brain Synchrony in Open-Ended Collaborative Learning: An fNIRS-Hyperscanning Study
04:44

Inter-Brain Synchrony in Open-Ended Collaborative Learning: An fNIRS-Hyperscanning Study

Published on: July 21, 2021

4.2K

Related Experiment Videos

Last Updated: Jul 13, 2025

Using Practice Testing, Public Speaking, and Source Monitoring to Examine the Influences of Learning Strategies and Stress on Episodic Memory
07:59

Using Practice Testing, Public Speaking, and Source Monitoring to Examine the Influences of Learning Strategies and Stress on Episodic Memory

Published on: June 14, 2019

8.0K
Combining Behavior and EEG to Study the Effects of Mindfulness Meditation on Episodic Memory
08:16

Combining Behavior and EEG to Study the Effects of Mindfulness Meditation on Episodic Memory

Published on: May 11, 2020

7.4K
Inter-Brain Synchrony in Open-Ended Collaborative Learning: An fNIRS-Hyperscanning Study
04:44

Inter-Brain Synchrony in Open-Ended Collaborative Learning: An fNIRS-Hyperscanning Study

Published on: July 21, 2021

4.2K

Area of Science:

  • Cognitive Psychology
  • Educational Psychology
  • Learning Sciences

Background:

  • Retrieval practice is known to reduce mind-wandering.
  • The impact of collaborative retrieval practice on mind-wandering remains unexplored.

Purpose of the Study:

  • To investigate whether collaborative retrieval practice reduces mind-wandering compared to individual retrieval practice.
  • To examine the effects of collaborative retrieval practice on learning outcomes.

Main Methods:

  • Participants studied word lists and then engaged in either collaborative or individual retrieval practice.
  • Self-reports of on-task and off-task behavior were collected during retrieval practice.
  • A final individual test assessed learning outcomes after retrieval practice.

Main Results:

  • Collaborative retrieval practice significantly decreased the frequency of mind-wandering during learning.
  • Collaborative inhibition was observed during practice, but post-collaborative benefits were noted on the final test.

Conclusions:

  • Collaborative retrieval practice offers an additional benefit by reducing mind-wandering during the learning process.
  • This finding highlights the potential of collaborative learning techniques to enhance focus and learning efficiency.