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Does processing level at retrieval moderate the testing effect? Evidence of an asymmetry between study-based encoding

Zachary L Buchin1, Neil W Mulligan2

  • 1Department of Psychology, Union College, Schenectady, NY, USA.

Memory (Hove, England)
|July 31, 2025
PubMed
Summary
This summary is machine-generated.

Retrieval practice boosts memory, but deeper semantic processing during retrieval does not further enhance memory benefits compared to shallower phonemic retrieval. This challenges the idea of a "levels of retrieval" effect analogous to "levels of processing".

Keywords:
Memorylevels of processinglevels of retrievalretrieval practicetesting effect

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Area of Science:

  • Cognitive Psychology
  • Neuroscience of Memory

Background:

  • Retrieval practice, or testing, significantly improves memory recall compared to simple restudy, a phenomenon known as the testing effect.
  • The levels of processing framework suggests that deeper, semantic encoding leads to better memory than shallower, non-semantic encoding.

Purpose of the Study:

  • To investigate whether retrieval-based encoding exhibits a
  • levels of retrieval
  • effect analogous to the established
  • levels of processing
  • effect.
  • To compare the memory benefits of semantic versus phonemic retrieval with their respective restudy conditions.

Main Methods:

  • Participants studied word lists and then either restudied or retrieved words using phonemic or semantic cues.
  • Recognition tests were administered immediately and after a two-day delay.
  • Experiment 2 involved additional rounds of restudy or retrieval to further examine processing depth effects.

Main Results:

  • The study found no evidence of a
  • levels of retrieval
  • effect.
  • The memory benefit of phonemic retrieval over phonemic restudy was comparable to or greater than the benefit of semantic retrieval over semantic restudy.

Conclusions:

  • Retrieval-based encoding does not appear to follow the same depth-dependent pattern as study-based encoding.
  • The findings suggest that the mechanisms underlying the testing effect may differ from those of the levels of processing effect.