The Negative Testing and Negative Generation Effects Are Eliminated by Delay

Autor/inn/en	Mulligan, Neil W.; Peterson, Daniel J.
Titel	The Negative Testing and Negative Generation Effects Are Eliminated by Delay
Quelle	In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 41 (2015) 4, S.1014-1025 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-7393
DOI	10.1037/xlm0000070
Schlagwörter	Recall (Psychology); Testing; Study; Time; Retention (Psychology); Mnemonics; Memory; Undergraduate Students; North Carolina + Suchen Sie Ihr Suchwort? Abberufung; Testdurchführung; Testen; Studies; Studium; Zeit; Merkfähigkeit; Mnemotechnik; Gedächtnis
Abstract	Although retrieval often enhances subsequent memory (the testing effect), a negative testing effect has recently been documented in which prior retrieval harms later recall compared with restudying. The negative testing effect was predicated on the negative generation effect and the item-specific-relational framework. The present experiments examine whether the negative testing effect persists over longer delays, whether the testing manipulation interacts with retention interval, and whether the negative testing and negative generation effects respond similarly to delay. Experiment 1 demonstrated a significant negative testing effect on an immediate free-recall test but not on a delayed test (after a 2-day retention interval). Furthermore, the retrieval condition produced less forgetting than the restudy condition. Under similar conditions (Experiment 2), generation likewise produced a negative effect on an immediate free-recall test but not after a 2-day delay. In addition, the generation condition produced less forgetting over 2 days than did the read condition. The results uncover important similarities between the mnemonic effects of retrieving information from episodic (testing effect) and semantic (generation effect) memory. The pattern of forgetting across delay also has relevance for accounts of the Testing × Retention interaction, a prominent phenomenon in the literature on the testing effect. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01