Document Type

Article

Publication Date

4-2013

Journal or Book Title

Journal of Cognitive Psychology

Volume

25

Issue

6

First Page

692

Last Page

703

DOI

10.1080/20445911.2013.790389

Abstract

Recalling a subset of studied materials can impair subsequent retrieval of related, nontested materials. In two experiments, we examined the influence of providing corrective feedback (no feedback, immediate feedback, delayed feedback) during retrieval practice on this retrieval-induced forgetting effect. Performance was assessed with category cued recall (e.g., recall all exemplars studied under Weather), category-and-stem cued recall (e.g., Weather–B___), and recognition. We report a dissociation between the effects of feedback on memory of the tested materials and the nontested materials. Whereas providing immediate or delayed feedback (compared to no feedback) improved recall and recognition of the tested items, it had no influence on retrieval-induced forgetting. These results are consistent with the inhibition account of retrieval-induced forgetting. From an applied perspective, this finding is encouraging for students and educators who use testing to foster learning.

Comments

This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Cognitive Psychology on 2013, available online: http:// www.tandf.com/10.1080/20445911.2013.790389.

Copyright Owner

Chan, et al.

Language

en

File Format

application/pdf

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