Skip to main content
Mijn bibliotheek
Shop
Nieuws Boeken Tijdschriften Toetsvragen Web-tv Video Audio
Tips voor Mijn BSL
Inloggen

Welkom bij Scalda & Bohn Stafleu van Loghum

Scalda heeft ervoor gezorgd dat je Mijn BSL eenvoudig en snel kunt raadplegen.Je kunt de producten hieronder links aanschaffen en rechts inloggen.

» Andere revante producten voor Scalda studenten en medewerkers.

Registreer

Schaf de BSL Academy aan: 

BSL Academy mbo AG

Eenmaal aangeschaft kun je thuis, of waar ook ter wereld toegang krijgen tot Mijn BSL.

Heb je een vraag, neem dan contact op met Jan van der Velden.

Login

Als u al geregistreerd bent, hoeft u alleen maar in te loggen om onbeperkt toegang te krijgen tot Mijn BSL.

Inloggen
Top
Psychological Research
Gepubliceerd in:

01-03-2005 | Original Article

Total retrieval time and hypermnesia: Investigating the benefits of multiple recall tests

Auteur: Neil W. Mulligan

Gepubliceerd in: Psychological Research | Uitgave 4/2005

Log in om toegang te krijgen
share
DELEN

Deel dit onderdeel of sectie (kopieer de link)

  • Optie A:
    Klik op de rechtermuisknop op de link en selecteer de optie “linkadres kopiëren”
  • Optie B:
    Deel de link per e-mail
    Link delen
publish
Publiceer nu

Abstract

Hypermnesia is an increase in recall over repeated tests. A core issue is the role of repeated testing, per se, versus total retrieval time. Prior research implies an equivalence between multiple recall tests and a single test of equal total duration, but theoretical analyses indicate otherwise. Three experiments investigated this issue using various study materials (unrelated word lists, related word lists, and a short story). In the first experimental session, the study phase was followed by a series of short recall tests or by a single, long test of equal total duration. Two days later, participants took a final recall test. The multiple and single test conditions produced equivalent performance in the first session, but the multiple test group exhibited less forgetting and fewer item losses in the final test. In a fourth experiment, using a brief delay (15 min) between the recall sessions, the multiple recall condition produced greater hypermnesia as well as fewer item losses. In addition, final recall was significantly higher in the multiple than in the single test condition in three of the four experiments. Thus, single and repeated recall tests of equal total duration are not functionally equivalent, but rather produce differences observable in subsequent recall tests.
vorige artikel On the difference between response inhibition and negative priming: Evidence from simple and selective stopping
volgende artikel The role of temporal and spatial factors in the covert orienting of visual attention tasks
Voetnoten
1
Some models of recall (e.g., the SAM model, Raaijmakers & Shiffrin, 1981) explicitly assume that already-recalled items are subject to subsequent covert retrieval. Even under this assumption, the requirement to overtly recall items multiple times is likely to induce more overt and covert retrieval than the single test condition. In addition, the multiple test condition requires the retrievals to be distributed over time whereas covert retrieval within a single test is more likely to be massed (e.g., Raaijmakers & Shiffrin, 1981). Distributed retrieval practice is more efficacious than massed retrieval practice (Bjork, 1988; Dempster, 1996).
 
2
The single and multiple groups were also comparable with respect to category clustering in the first 5 min of recall. An ARC score was computed for words recalled in the first 5 min of the single test (producing means of .77 and .32 for the blocked and random conditions respectively). These scores were compared with the ARC scores from the first test in the multiple test group (given in Table 3) using a 2 (test condition) × 2 (list organization) ANOVA. The analysis revealed a significant effect of list organization, F(1, 60) = 36.30, MS e  = .0911, but no effect of testing condition (or interaction, Fs < 1), indicating that the testing conditions were initially (in the first 5 min) equivalent with respect to clustering.
 
3
In a pilot experiment, the story was presented a single time, but no hypermnesia was found in the multiple recall condition. To fully evaluate the equivalence of the single and multiple test conditions, I consider it as a prerequisite that hypermnesia be obtained in the first experimental session. As the results show, presenting the story twice during the study satisfies this requirement. Interestingly, in Wheeler and Roediger’s (1992, Experiment 2) experiment, participants were required to read the study story twice; this experiment produced hypermnestic recall of the story details.
 
4
The mean ARC score for words recalled in the first 5 min of the single test was .41, which was not significantly different from the mean ARC score from the first test in the multiple condition (.43, see Table 8), F < 1, indicating that the testing conditions were initially (in the first 5 min) equivalent with respect to clustering.
 
5
Alternatively, it might be said that the results relate to strong and weak versions of the equivalence assumption respectively. The strong version of the assumption claims equivalence with regard to subsequent forgetting and item loss, whereas the weaker version only assumes equivalence in accounting for hypermnestic recall proper. Thus, the results of Experiments 1–3 provide evidence against the strong version of the hypothesis, whereas Experiment 4 provides evidence against both the strong and weak versions. The cumulative recall hypothesis relies on the weak form of the assumption in accounting for hypermnesia. With regard to the strong version, the cumulative recall hypothesis is not entirely clear (Roediger et al., 1982; Roediger & Challis, 1989; Roediger et al., 1997); it neither explicitly endorses nor explicitly rejects the strong version of the assumption. Given that the cumulative recall hypothesis explicitly assumes equivalence between the single and multiple test conditions in accounting for hypermnesia (i.e., the weak version) and otherwise makes no mention of the equivalence issue, the hypothesis leaves the impression of a general equivalence between the two testing conditions (i.e., the strong assumption).
 
Literatuur
Anderson, M. C., & McCulloch, K. C. (1999). Integration as a general boundary condition on retrieval-induced forgetting. Journal of Experimental Psychology: Learning, Memory, and Cognition, 25, 608–629.
Anderson, M. C., Bjork, R. A., & Bjork, E. L. (1994). Remembering can cause forgetting: Retrieval dynamics in long-term memory. Journal of Experimental Psychology: Learning, Memory, and Cognition, 20, 1063–1087.
Battig, W. F., & Montague, W. E. (1969). Category norms of verbal items in 56 categories: A replication and extension of the Connecticut category norms. Journal of Experimental Psychology Monographs, 80 (3, Pt.2).
Bjork, R. A. (1988). Retrieval practice and the maintenance of knowledge. In M. M. Gruneberg, P. E. Morris, & R. N. Sykes (Eds.), Practical aspects of memory: Current research and issues, Vol. 1: Memory in everyday life (pp. 396–401). New York: Wiley.
Bluck, S., Levine, L. J., & Laulhere, T. M. (1999). Autobiographical remembering and hypermnesia: A comparison of older and younger adults. Psychology and Aging, 14, 671–682.CrossRefPubMed
Bornstein, B. H., Liebel, L. M., & Scarberry, N. (1998). Repeated testing in eyewitness memory: A means to improve recall of a negative emotional event. Applied Cognitive Psychology, 12, 119–131.CrossRef
Brown, S. C., Conover, J. N., Flores, L. M., & Goodman, K. (1991). Clustering and recall: Do high clusterers recall more than low clusterers because of clustering? Journal of Experimental Psychology: Learning, Memory, & Cognition, 17, 710–721.
Butler, K. M., Williams, C. C., Zacks, R. T., & Maki, R. H. (2001). A limit on retrieval-induced forgetting. Journal of Experimental Psychology: Learning, Memory, and Cognition, 27, 1314–1319.CrossRef
Carrier, M., & Pashler, H. (1992). The influence of retrieval on retention. Memory & Cognition, 20, 633–642.
Cull, W. L., Shaughnessy, J. J., & Zechmeister, E. B. (1996). Expanding understanding of the expanding-pattern-of-retrieval mnemonic: Toward confidence in applicability. Journal of Experimental Psychology: Applied, 2, 365–378.
Dempster, F. N. (1996). Distributing and managing the conditions of encoding and practice. In E. L. Bjork & R. A. Bjork (Eds.), Memory: Handbook of perception and cognition (pp. 317–344). San Diego, CA: Academic.
Dunning, D., & Stern, L. (1992). Examining the generality of eyewitness hypermnesia: A closer look at time delay and question type. Applied Cognitive Psychology, 6, 643–657.
Erdelyi, M. H. (1996). The recovery of unconscious memories: Hypermnesia and reminiscence. Chicago: University of Chicago Press.
Erdelyi, M. H., & Kleinbard, J. (1978). Has Ebbinghaus decayed with time? The growth of recall (hypermnesia) over days. Journal of Experimental Psychology: Human Learning and Memory, 4, 275–289.CrossRef
Gudjonsson, G. H. (1984). A new scale of interrogative suggestibility. Personality and Individual Differences, 5, 303–314.CrossRef
Hunt, R. R., & Einstein, G. O. (1981). Relational and item-specific information in memory. Journal of Verbal Learning and Verbal Behavior, 19, 497–514.
Hunt, R. R., & McDaniel, M. A. (1993). The enigma of organization and distinctiveness. Journal of Memory & Language, 32, 421–445.CrossRef
Kucera, H., & Francis, W. N. (1967). Computational analysis of present-day American English. Providence, RI: Brown University Press.
MacLeod, M. D., & Macrae, C. N. (2001). Gone but not forgotten: The transient nature of retrieval-induced forgetting. Psychological Science, 12, 148–152.CrossRefPubMed
Madigan, S., & Lawrence, V. (1980). Factors affecting item recovery and hypermnesia. American Journal of Psychology, 93, 489–504.
McDaniel, M. A., Moore, B. A., & Whiteman, H. L. (1998). Dynamic changes in hypermnesia across early and late tests: A relational/item-specific account. Journal of Experimental Psychology: Learning, Memory, and Cognition, 24, 173–185.
Morris, P. E., & Fritz, C. O. (2000). The name game: Using retrieval practice to improve the learning of names. Journal of Experimental Psychology: Applied, 6, 124–129.PubMed
Mulligan, N. W. (2001). Generation and hypermnesia. Journal of Experimental Psychology: Learning, Memory and Cognition, 27, 436–450.
Mulligan, N. W. (2002). The emergent generation effect and hypermnesia: Influences of semantic and non-semantic generation tasks. Journal of Experimental Psychology: Learning, Memory and Cognition, 28, 541–554.CrossRef
Otani, H., & Griffith, J. (1998). Hypermnesia for prose. Journal of General Psychology, 125, 147–155.PubMed
Otani, H., Widner, R. L., Whiteman, H. L., & St-Louis, J. P. (1999). Hypermnesia: The role of multiple retrieval cues. Memory & Cognition, 27, 928–934.
Payne, D. G. (1986). Hypermnesia for pictures and words: Testing the recall level hypothesis. Journal of Experimental Psychology: Learning, Memory, & Cognition, 12, 16–29.
Payne, D. G. (1987). Hypermnesia and reminiscence in recall: A historical and empirical review. Psychological Bulletin, 101, 5–27.CrossRef
Payne, D. G., Anastasi, J. S., Blackwell, J. M., & Wenger, M. J. (1994). Selective disruption of hypermnesia for pictures and words. Memory & Cognition, 22, 542–551.
Raaijmakers, J. G. W., & Shiffrin, R. M. (1981). Search of associative memory. Psychological Review, 88, 93–134.CrossRef
Roediger, H. L., & Challis, B. H. (1989). Hypermnesia: Improvements in recall with repeated testing. In C. Izawa (Ed.), Current issues in cognitive processes: The Tulane Floweree Symposium on Cognition. Hillside, NJ: Erlbaum.
Roediger, H. L., & Thorpe, L. A. (1978). The role of recall time in producing hypermnesia. Memory & Cognition, 6, 296–305.
Roediger, H. L., Payne, D. G., Gillespie, G. L., & Lean, D. S. (1982). Hypermnesia as determined by level of recall. Journal of Verbal Learning and Verbal Behavior, 21, 635–655.
Roediger, H. L., McDermott, K. B., & Goff, L. M. (1997). Recovery of true and false memories: Paradoxical effects of repeated testing. In M. A. Conway (Ed.), Recovered memories and false memories. Debates in psychology (pp. 118–149). New York: Oxford University Press.
Roenker, D. L., Thompson, C. P., & Brown, S. C. (1971). Comparison of measures for the estimation of clustering in free recall. Psychological Bulletin, 76, 45–48.
Rose, R. J. (1992). Degree of learning, interpolated tests, and rate of forgetting. Memory & Cognition, 20, 621–632.
Runquist, W. N. (1983). Some effects of remembering on forgetting. Memory & Cognition, 11, 641–650.
Scrivner, E., & Safer, M. A. (1988). Eyewitnesses show hypermnesia for details about a violent event. Journal of Applied Psychology, 73, 371–377.CrossRefPubMed
Shaw, G. A., Bekerian, D. A. (1991) Hypermnesia for high-imagery words: The effects of interpolated tasks. Memory & Cognition, 19, 87–94.
Turtle, J. W., & Yuille, J. C. (1994). Lost but not forgotten details: Repeated eyewitness recall leads to reminiscence but not hypermnesia. Journal of Applied Psychology, 79, 260–271.CrossRefPubMed
Wheeler, M. A., & Roediger, H. L. (1992). Disparate effects of repeated testing: Reconciling Ballard’s (1913) and Bartlett’s (1932) results. Psychological Science, 3, 240–245.
Widner, R. L., Otani, H., & Smith, A. D. (2000). Hypermnesia: Age-related differences between young and older adults. Memory & Cognition, 28, 556–564.
Metagegevens
Titel
Total retrieval time and hypermnesia: Investigating the benefits of multiple recall tests
Auteur
Neil W. Mulligan
Publicatiedatum
01-03-2005
Uitgeverij
Springer-Verlag
Gepubliceerd in
Psychological Research / Uitgave 4/2005
Print ISSN: 0340-0727
Elektronisch ISSN: 1430-2772
DOI
https://doi.org/10.1007/s00426-004-0178-5

Andere artikelen Uitgave 4/2005

Action-effect coupling in pianists

  • Original Article

Staying offbeat: Sensorimotor syncopation with structured and unstructured auditory sequences

  • Original Article

On the difference between response inhibition and negative priming: Evidence from simple and selective stopping

  • Original Article

The role of temporal and spatial factors in the covert orienting of visual attention tasks

  • Original Article

Effector dependent sequence learning in the serial RT task

  • Original Article

Involuntary retrieval in alphabet-arithmetic tasks: Task-mixing and task-switching costs

  • Original Article