Testing effects in context memory
Date
2011
Authors
Rowland, Christopher A., author
DeLosh, Edward L., advisor
Rhodes, Matthew G., committee member
Anderson, Charles, committee member
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Abstract
Retrieving a previously learned piece of information can have profound positive effects on the later retention of such information. However, it is not clear if test-induced memory benefits are restricted to the specific information which was retrieved, or if they can generalize more completely to the full study episode. Two experiments investigated the role of retrieval practice on memory for both target and non-target contextual information. Experiment 1 used a remember-know task to assess the subjective quality of memory as a function of earlier retrieval practice or study. Additionally, memory for context information (target font color) from the initial study episode was assessed. Experiment 2 used paired associates to investigate the effect of testing on non-tested but associated contextual information. Successful retrieval practice, compared with study, resulted in large benefits in target, target-associated, and context information retention across both experiments. Moreover, successful retrieval practice was associated with a greater contribution of remember responses informing recognition decisions. The results suggest that retrieving information may serve to both boost item memory about a target and strengthen the bind between target and associated contextual information. In sum, the present study adds to an emerging literature that test-induced mnemonic benefits may "spill over" to non-tested information.
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Subject
context
memory
retrieval
source memory
testing
testing effect