Karl-Heinz T Bäuml
Biographic Data
| ID | 9496574 |
|---|---|
| NAME | Karl-Heinz T Bäuml |
| GIVEN NAMES | Karl-Heinz T |
| FAMILY NAME | Bäuml |
| SIGNATURE | BÄUML K T |
| AFFILIATIONS | University of Regensburg |
| ORCID | 0000-0002-4966-9288 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 16 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Items that are subject to retrieval-induced forgetting show slowed forgetting over time
Retrieval-induced forgetting (RIF) refers to the finding that selective retrieval practice of a subset of studied items can impair recall of related unpracticed items, relative to recall of unrelated control items. Using categorized study material, we examined in two experiments how the retention interval between retrieval practice and test (1 min, 4 h, 24 h, or 7 d) influences the size of this RIF effect. Across both experiments, the RIF effect …
The pretesting effect under divided attention
Completing a pretest (e.g., star—?) before receiving correct-answer feedback (e.g., star— night ) can improve long-term retention of the material compared to material that was initially only studied. The present study examined whether this pretesting effect requires attentional resources during the initial pretest stage and the subsequent feedback stage. Two experiments were conducted in which participants studied word pairs which were either pre…
Interpolated pretesting can boost memory of related and distinct prose materials
The pretesting effect refers to the finding that tests performed before to-be learned material is encountered can enhance later retention of the material, even when no correct answers were provided on the initial pretest. The goal of the present study was to examine whether interspersing pretest questions between the study of multiple segments consisting of prose passages can induce a pretesting effect on a final cumulative recall test on all seg…
To-be-forgotten information shows more relative forgetting over time than to-be-remembered information
People can intentionally forget studied material when cued to do so. Corresponding evidence has arisen from studies on item-method directed forgetting, in which participants are asked to forget single items directly upon presentation. We measured memory performance of to-be-remembered (TBR) and to-be-forgotten (TBF) items across retention intervals of up to 1 week and fitted power functions of time to the observed recall (Experiment 1) and recogn…
The role of mediators for the pretesting effect
Taking a pretest (e.g., smoke – ?) before material is studied (smoke – fog) can improve later recall of that material, compared to material which was initially only studied. The goal of the present study was to evaluate for this pretesting effect the potential role of semantic mediators, i.e., of unstudied information that is semantically related to the study material. In all three experiments, subjects studied weakly associated word pairs (e.g.,…
The role of sleep for memory consolidation
Numerous studies suggest that sleep benefits memory. A major theoretical question in this area is however if sleep does so by passively shielding memories from interference that arises during wakefulness or by actively stabilizing and strengthening memories. A key finding by Ellenbogen et al. Current Biology , 16 , 1290–1294 (2006a) indicates that sleep can protect memories from retroactive interference, which suggests that sleep plays more than …
The pretesting effect thrives in the presence of competing information
Taking a pretest (e.g., blanket – ?) before some target material (blanket – sheet) is studied can promote recall of that material on a subsequent final test compared to material which was initially only studied. Here, we examine whether such pretesting can shield the tested material from interference-induced forgetting, which often occurs when before final testing, related material is encountered. We applied a typical pretesting task but asked su…
How retrieval practice and semantic generation affect subsequently studied material
The forward testing effect (FTE) refers to the finding that retrieval practice of previously studied material can facilitate recall of newly studied (critical) material. Such interim retrieval practice can also lead to a differential FTE, i.e., a more pronounced FTE for items at early than later serial positions in the critical material. The present study examined whether this differential FTE also holds with interim semantic generation of extra-…
Item-method directed forgetting and perceived truth of news headlines
Research on item-method directed forgetting (IMDF) suggests that memories can be voluntarily forgotten. IMDF is however usually examined with relatively simple study materials, such as single words or pictures. In the present study, we examined voluntary forgetting of news headlines from (presumably) untrustworthy sources. Experiment 1 found intact IMDF when to-be-forgotten headlines were characterised as untrustworthy and to-be-remembered headli…
Retrieval practice reduces relative forgetting over time
There is overwhelming evidence in the literature that retrieval practice of studied material can lead to better final recall than restudy of the same material. Far less clear is whether this recall benefit is accompanied by reduced subsequent forgetting over time. This study revisited the issue in two experiments by comparing the effects of retrieval practice - with and without feedback -, restudy, and a no-practice condition on recall across dif…
Joint contributions of collaborative facilitation and social contagion to the development of shared memories in social groups
Selective restudy can reset recall of forgotten information
Recall of studied material is typically impaired as time between study and test increases. Selective restudy can interrupt such time-dependent forgetting by enhancing recall not only of the restudied but also of the not restudied material. In two experiments, we examined whether this interruption of time-dependent forgetting reflects a transient or more lasting effect on recall performance. We analyzed time-dependent forgetting of studied items r…
Self-paced part-list cuing
Ironically, the presentation of a subset of studied material as retrieval cues at test often impairs recall of the remaining (target) material—an effect known as part-list cuing impairment. Part-list cues are typically provided at the beginning of the recall period, a time when nearly all individuals would be able to recall at least some studied items on their own. Across two experiments, we examined the effects of part-list cuing when student pa…
When retrieval practice promotes new learning – The critical role of study material
Part-list cuing with prose material
Would you like to learn more? Retrieval practice plus feedback can increase motivation to keep on studying
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Part-list cuing with prose material
Would you like to learn more? Retrieval practice plus feedback can increase motivation to keep on studying
Self-paced part-list cuing
Ironically, the presentation of a subset of studied material as retrieval cues at test often impairs recall of the remaining (target) material—an effect known as part-list cuing impairment. Part-list cues are typically provided at the beginning of the recall period, a time when nearly all individuals would be able to recall at least some studied items on their own. Across two experiments, we examined the effects of part-list cuing when student pa…
When retrieval practice promotes new learning – The critical role of study material
Selective restudy can reset recall of forgotten information
Recall of studied material is typically impaired as time between study and test increases. Selective restudy can interrupt such time-dependent forgetting by enhancing recall not only of the restudied but also of the not restudied material. In two experiments, we examined whether this interruption of time-dependent forgetting reflects a transient or more lasting effect on recall performance. We analyzed time-dependent forgetting of studied items r…
The role of sleep for memory consolidation
Numerous studies suggest that sleep benefits memory. A major theoretical question in this area is however if sleep does so by passively shielding memories from interference that arises during wakefulness or by actively stabilizing and strengthening memories. A key finding by Ellenbogen et al. Current Biology , 16 , 1290–1294 (2006a) indicates that sleep can protect memories from retroactive interference, which suggests that sleep plays more than …
The pretesting effect thrives in the presence of competing information
Taking a pretest (e.g., blanket – ?) before some target material (blanket – sheet) is studied can promote recall of that material on a subsequent final test compared to material which was initially only studied. Here, we examine whether such pretesting can shield the tested material from interference-induced forgetting, which often occurs when before final testing, related material is encountered. We applied a typical pretesting task but asked su…
How retrieval practice and semantic generation affect subsequently studied material
The forward testing effect (FTE) refers to the finding that retrieval practice of previously studied material can facilitate recall of newly studied (critical) material. Such interim retrieval practice can also lead to a differential FTE, i.e., a more pronounced FTE for items at early than later serial positions in the critical material. The present study examined whether this differential FTE also holds with interim semantic generation of extra-…
Item-method directed forgetting and perceived truth of news headlines
Research on item-method directed forgetting (IMDF) suggests that memories can be voluntarily forgotten. IMDF is however usually examined with relatively simple study materials, such as single words or pictures. In the present study, we examined voluntary forgetting of news headlines from (presumably) untrustworthy sources. Experiment 1 found intact IMDF when to-be-forgotten headlines were characterised as untrustworthy and to-be-remembered headli…
Retrieval practice reduces relative forgetting over time
There is overwhelming evidence in the literature that retrieval practice of studied material can lead to better final recall than restudy of the same material. Far less clear is whether this recall benefit is accompanied by reduced subsequent forgetting over time. This study revisited the issue in two experiments by comparing the effects of retrieval practice - with and without feedback -, restudy, and a no-practice condition on recall across dif…
Joint contributions of collaborative facilitation and social contagion to the development of shared memories in social groups
To-be-forgotten information shows more relative forgetting over time than to-be-remembered information
People can intentionally forget studied material when cued to do so. Corresponding evidence has arisen from studies on item-method directed forgetting, in which participants are asked to forget single items directly upon presentation. We measured memory performance of to-be-remembered (TBR) and to-be-forgotten (TBF) items across retention intervals of up to 1 week and fitted power functions of time to the observed recall (Experiment 1) and recogn…
The role of mediators for the pretesting effect
Taking a pretest (e.g., smoke – ?) before material is studied (smoke – fog) can improve later recall of that material, compared to material which was initially only studied. The goal of the present study was to evaluate for this pretesting effect the potential role of semantic mediators, i.e., of unstudied information that is semantically related to the study material. In all three experiments, subjects studied weakly associated word pairs (e.g.,…
The pretesting effect under divided attention
Completing a pretest (e.g., star—?) before receiving correct-answer feedback (e.g., star— night ) can improve long-term retention of the material compared to material that was initially only studied. The present study examined whether this pretesting effect requires attentional resources during the initial pretest stage and the subsequent feedback stage. Two experiments were conducted in which participants studied word pairs which were either pre…
Interpolated pretesting can boost memory of related and distinct prose materials
The pretesting effect refers to the finding that tests performed before to-be learned material is encountered can enhance later retention of the material, even when no correct answers were provided on the initial pretest. The goal of the present study was to examine whether interspersing pretest questions between the study of multiple segments consisting of prose passages can induce a pretesting effect on a final cumulative recall test on all seg…
Items that are subject to retrieval-induced forgetting show slowed forgetting over time
Retrieval-induced forgetting (RIF) refers to the finding that selective retrieval practice of a subset of studied items can impair recall of related unpracticed items, relative to recall of unrelated control items. Using categorized study material, we examined in two experiments how the retention interval between retrieval practice and test (1 min, 4 h, 24 h, or 7 d) influences the size of this RIF effect. Across both experiments, the RIF effect …
Cognitive psychology (15 works) · Memory Processes and Influences (15 works) · Psychology (15 works) · Recall (8 works) · Social Psychology (7 works) · Forgetting (6 works) · Intelligent Tutoring Systems and Adaptive Learning (5 works) · Computer Science (4 works) · Motivated forgetting (4 works) · Developmental psychology (3 works)