Journal
JOURNAL OF EXPERIMENTAL PSYCHOLOGY-LEARNING MEMORY AND COGNITION
Volume 39, Issue 2, Pages 437-450Publisher
AMER PSYCHOLOGICAL ASSOC
DOI: 10.1037/a0028886
Keywords
memory; testing; retrieval; metacognition; source-constrained retrieval
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Funding
- Applying Cognitive Psychology to Enhance Educational Practice, from the James S. McDonnell Foundation [22020166]
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In 2 experiments, we explored differences in cognitive control at retrieval on a final test to better understand the mechanisms underlying the powerful boost in recall of previously tested information. Memory retrieval can be enhanced by front-end control processes that regulate the scope of retrieval or by later processes that monitor retrieval to screen out incorrect candidates. In Experiment 1, prior testing with feedback improved front-end control over retrieval compared with restudy, but there was no difference in postretrieval monitoring processes. In Experiment 2, we disentangled the effects of successful retrieval and feedback on later recall by comparing testing with feedback to testing without feedback. Successful retrieval on the initial test improved front-end control processes that restricted access to the target during retrieval, regardless of whether feedback was provided. Compared with restudying, testing did not improve postretrieval monitoring. Results revealed unique contributions of testing and feedback to front-end control processes that optimize memory retrieval.
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