Too much of a good thing

Frequent retrieval can impair immediate new learning

Bibliographic Data

ID21602014
AuthorsMeltem Karaca (0000-0002-8460-9977, University of Massachusetts Lowell, corresponding author), Nayantara Kurpad (0000-0002-7269-4537, University of Massachusetts Lowell), Miko M Wilford (0000-0002-8653-8893, University of Massachusetts Lowell), Sara D Davis (0000-0002-3915-6921, University of North Florida)
Year2020
Volume28
Issue10
Pages1181-1190
Publication date2020-11-25
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueMemory (JOURNAL)
Journal identifiersISSN: 0965-8211 • E-ISSN: 1464-0686
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/09658211.2020.1826526
PMID33016214
OpenAlexW3090666844
LanguageEN
Citations received2
References cited27

Interpolated testing can reduce mind-wandering and proactive interference, and improve note-taking. However, recent research using face-name-profession triads, has also shown that interpolated testing can impair new learning (Davis, Chan, & Wilford, 2017 Davis, S. D., Chan, J. C., & Wilford, M. M. (2017). The dark side of interpolated testing: Frequent switching between retrieval and encoding impairs new learning. Journal of Applied Research in Memory and Cognition, 6(4), 434–441. https://doi.org/10.1016/j.jarmac.2017.07.002[Crossref], [Web of Science ®] , [Google Scholar]). In the current study, we further examined the impact of switching from testing to new learning, but with objectively-true materials. The study employed a 2 (Interpolated task: Test vs. Restudy) × 3 (Task-switch frequency: 0, 11, 35) between-participants design. In two experiments, participants restudied or retrieved originally-learned flag-country associations and learned new flag-capital (Experiment 1) or flag-export (Experiment 2) associations. Task-switch frequency varied such that participants switched to new learning trial(s) after every restudy/test trial (35-switches), after every three restudy/test trials (11-switches), or did not switch at all (0-switch). The results further demonstrate that retrieving previously-learned material can impair learning of new associations by replicating Davis et al. (2017 Davis, S. D., Chan, J. C., & Wilford, M. M. (2017). The dark side of interpolated testing: Frequent switching between retrieval and encoding impairs new learning. Journal of Applied Research in Memory and Cognition, 6(4), 434–441. https://doi.org/10.1016/j.jarmac.2017.07.002[Crossref], [Web of Science ®] , [Google Scholar]) with objectively-true materials

Cognition · Cognitive psychology · Memory test · Cognitive Functions and Memory · Memory Processes and Influences · Mind wandering and attention · Neuroscience · Psychology

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