Is the benefit of retrieval practice modulated by motivation?

Journal of Applied Research in Memory and Cognition

Volumn 3, Issue 3, 2014, Pages 183-188

  Kang, Sean H K ^a   Pashler, Harold ^b  

^a Dartmouth College   (United States)

^b UNIVERSITY OF CALIFORNIA   (United States)

Author keywords

Motivation; Retrieval practice; Testing effects

Indexed keywords

EID: 84911806179     PISSN: 22113681     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.jarmac.2014.05.006     Document Type: Article

References (43)

1. Abbott, E. E. (1909). On the analysis of the factor of recall in the learning process.Psychological Monographs, 11, 159-177.
2. Arnold, K. M., & McDermott, K. B. (2013). Test-potentiated learning: Distinguishingbetween direct and indirect effects of tests. Journal of Experimental Psychology:Learning, Memory and Cognition, 39, 940-945.
3. Bonner, S. E., Hastie, R., Sprinkle, G. B., & Young, S. M. (2000). A review of the effects offinancial incentives on performance in laboratory tasks: Implications for man-agement accounting. Journal of Management Accounting Research, 12, 19-64.
4. Carpenter, S. K. (2009). Cue strength as a moderator of the testing effect: The benefitsof elaborative retrieval. Journal of Experimental Psychology: Learning, Memory &Cognition, 35, 1563-1569.
5. Carpenter, S. K. (2012). Testing enhances the transfer of learning. Current Directionsin Psychological Science, 21, 279-283.
6. Carrier, M., & Pashler, H. (1992). The influence of retrieval on retention. Memory &Cognition, 20, 633-642.
7. Castel, A. D., Balota, D. A., & McCabe, D. P. (2009). Memory efficiency and the strategiccontrol of attention at encoding: Impairments of value-directed rememberingin Alzheimer's disease. Neuropsychology, 23, 297-306.
8. Castel, A. D., Benjamin, A. S., Craik, F. I., & Watkins, M. J. (2002). The effects of aging onselectivity and control in short-term recall. Memory & Cognition, 30, 1078-1085.
9. Castel, A. D., Humphreys, K. L., Lee, S. S., Galván, A., Balota, D. A., & McCabe, D.P. (2011). The development of memory efficiency and value-directed remem-bering across the life span: A cross-sectional study of memory and selectivity.Developmental Psychology, 47, 1553-1564.
10. Chan, J. C. K., McDermott, K. B., & Roediger, H. L. (2006). Retrieval-induced facil-itation: Initially nontested material can benefit from prior testing of relatedmaterial. Journal of Experimental Psychology: General, 135, 553-571.
11. Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and educa-tion: The self-determination perspective. Educational Psychologist, 26, 325-346.
12. Dempster, F. N. (1992). Using tests to promote learning: A neglected classroomresource. Journal of Research and Development in Education, 25, 213-217.
13. deWinstanley, P. A., & Bjork, E. L. (2004). Processing strategies and the generationeffect: Implications for making a better reader. Memory & Cognition, 32, 945-955.
14. Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist,41, 1040-1048.
15. Efklides, A. (2012). Commentary: How readily can findings from basic cognitivepsychology research be applied in the classroom? Learning and Instruction, 22,290-295.
16. Eysenck, M. W., & Eysenck, M. C. (1982). Effects of incentive on cued recall. QuarterlyJournal of Experimental Psychology, 34, 489-498.
17. Fass, W., & Schumacher, G. M. (1978). Effects of motivation, subject activity, andreadability on the retention of prose materials. Journal of Educational Psychology,70, 803-807.
18. Kang, S. H. K., McDermott, K. B., & Roediger, H. L. (2007). Test format and correctivefeedback modify the effect of testing on long-term retention. European Journal of Cognitive Psychology, 19, 528-558.
19. Karpicke, J. D., & Grimaldi, P. J. (2012). Retrieval-based learning: A perspective forenhancing meaningful learning. Educational Psychology Review, 24, 401-418.
20. Karpicke, J. D., & Roediger, H. L. (2008). The critical importance of retrieval for learn-ing. Science, 319, 966-968.
21. Karpicke, J. D., & Zaromb, F. M. (2010). Retrieval mode distinguishes the testing effectfrom the generation effect. Journal of Memory and Language, 62, 227-239.
22. Klare, G. R. (1976). A second look at the validity of readability formulas. Journal of Literacy Research, 8, 129-152.
23. Koriat, A., & Goldsmith, M. (1994). Memory in naturalistic and laboratory contexts:Distinguishing the accuracy-oriented and quantity-oriented approaches tomemory assessment. Journal of Experimental Psychology: General, 123, 297-315.
24. Lachman, R., & Laughery, K. R. (1968). Is a test trial a training trial in free recalllearning? Journal of Experimental Psychology, 76, 40-50.
25. Lepper, M. R., Greene, D., & Nisbett, R. E. (1973). Undermining children's intrinsicinterest with extrinsic reward: A test of the overjustification hypothesis. Journalof Personality and Social Psychology, 28, 129-137.
26. Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goalsetting and task motivation: A 35-year odyssey. American Psychologist, 57,705-717.
27. Lundeberg, M. A., & Fox, P. W. (1991). Do laboratory findings on test expectancygeneralize to classroom outcomes? Review of Educational Research, 61,94-106.
28. McDaniel, M. A., Wildman, K. M., & Anderson, J. L. (2012). Using quizzes to enhancesummative-assessment performance in a web-based class: An experimentalstudy. Journal of Applied Research in Memory and Cognition, 1, 18-26.
29. Metcalfe, J., & Finn, B. (2008). Evidence that judgments of learning are causallyrelated to study choice. Psychonomic Bulletin and Review, 15, 174-179.
30. Nelson, T. O., & Dunlosky, J. (1994). Norms of paired-associate recall during multitriallearning of Swahili-English translation equivalents. Memory, 2, 325-335.
31. Nelson, T. O., & Narens, L. (1994). Why investigate metacognition? In J. Metcalfe,& A. P. Shimamura (Eds.), Metacognition: Knowing about knowing (pp. 1-25).Cambridge, MA: MIT Press.
32. Ngaosuvan, L., & Mäntylä, T. (2005). Rewarded remembering: Dissociations betweenself-rated motivation and memory performance. Scandinavian Journal of Psychol-ogy, 46, 323-330.
33. Nilsson, L. G. (1987). Motivated memory: Dissociation between performance dataand subjective reports. Psychological Research, 49, 183-188.
34. Pressley, M., McDaniel, M. A., Turnure, J. E., Wood, E., & Ahmad, M. (1987). Genera-tion and precision of elaboration: Effects on intentional and incidental learning.Journal of Experimental Psychology: Learning, Memory and Cognition, 13, 291-300.
35. Pressley, M., Symons, S., McDaniel, M. A., Snyder, B. L., & Turnure, J. E. (1988). Elabora-tive interrogation facilitates acquisition of confusing facts. Journal of Educational Psychology, 80, 268-278.
36. Pyc, M. A., & Rawson, K. A. (2012). Why is test-restudy practice beneficial for mem-ory? An evaluation of the mediator shift hypothesis. Journal of ExperimentalPsychology: Learning, Memory, and Cognition, 38, 737-746.
37. Rawson, K. A., & Dunlosky, J. (2012). When is practice testing most effective forimproving the durability and efficiency of student learning? Educational Psy-chology Review, 24, 419-435.
38. Roediger, H. L., Agarwal, P. K., Kang, S. H. K., & Marsh, E. J. (2010). Benefits of testingmemory: Best practices and boundary conditions. In G. M. Davies, & D. B. Wright(Eds.), Current issues in applied memory research (pp. 15-49). East Sussex, UK:Psychology Press.
39. Roediger, H. L., & Payne, D. G. (1985). Recall criterion does not affect recall level orhypermnesia: A puzzle for generate/recognize theories. Memory & Cognition, 13,1-7.
40. Rohrer, D., Taylor, K., & Sholar, B. (2010). Tests enhance the transfer of learning.Journal of Experimental Psychology: Learning, Memory and Cognition, 36, 233-239.
41. Simmons, J. P., Nelson, L. D., & Simonsohn, U. (2011). False-positive psychology:Undisclosed flexibility in data collection and analysis allows presenting anythingas significant. Psychological Science, 22, 1359-1366.
42. Szpunar, K. K., Khan, N. Y., & Schacter, D. L. (2013). Interpolated memory tests reducemind wandering and improve learning of online lectures. Proceedings of theNational Academy of Sciences, 110, 6313-6317.
43. Tulving, E. (1967). The effects of presentation and recall of material in free-recalllearning. Journal of Verbal Learning and Verbal Behavior, 6, 175-184.