Spaced Retrieval Practice: Can Restudying Trump Retrieval?

Autor/inn/en	Higham, Philip A.; Fastrich, Greta M.; Potts, Rosalind; Murayama, Kou; Pickering, Jade S.; Hadwin, Julie A.
Titel	Spaced Retrieval Practice: Can Restudying Trump Retrieval?
Quelle	In: Educational Psychology Review, 35 (2023) 4, Artikel 98 (41 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Higham, Philip A.) ORCID (Fastrich, Greta M.) ORCID (Potts, Rosalind) ORCID (Murayama, Kou) ORCID (Pickering, Jade S.) ORCID (Hadwin, Julie A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-726X
DOI	10.1007/s10648-023-09809-2
Schlagwörter	Information Retrieval; Memory; African Languages; Translation; Recall (Psychology); Second Language Learning; English + Suchen Sie Ihr Suchwort? Gedächtnis; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Abberufung; Zweitsprachenerwerb; English language; Englisch
Abstract	We investigated spaced retrieval and restudying in 3 preregistered, online experiments. In all experiments, participants studied 40 Swahili-English word pair translations during an initial study phase, restudied intact pairs or attempted to retrieve the English words to Swahili cues twice in three spaced practice sessions, and then completed a final cued-recall test. All 5 sessions were separated by 2 days. In Experiment 1, we manipulated the response format during retrieval (covert vs. overt) and the test list structure (blocked vs. intermixed covert/overt retrieval trials). A memory rating was required on all trials (retrieval: "Was your answer correct?"; restudy: "Would you have remembered the correct translation?"). Response format had no effect on recall, but surprisingly, final test performance for restudied items exceeded both the overt and covert retrieval conditions. In Experiment 2, we manipulated the requirement to make a memory rating. If a memory rating was required, final test restudy performance exceeded retrieval performance, replicating Experiment 1. However, the pattern was descriptively reversed if no rating was required. In Experiment 3, the memory rating was removed altogether, and we examined recall performance for items restudied versus retrieved once, twice, or thrice. Performance improved with practice, and retrieval performance exceeded restudy performance in all conditions. The reversal of the typical retrieval practice effect observed in Experiments 1 and 2 is discussed in terms of theories of reactivity of memory judgments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01