Please use this identifier to cite or link to this item: https://doi.org/10.3758/s13421-020-01048-y
Title: Test-enhanced learning for pairs and triplets: When and why does transfer occur?
Authors: Rickard, Timothy C
Pan, Steven C 
Keywords: Social Sciences
Psychology, Experimental
Psychology
Memory
Testing effect
Retrieval practice
Transfer
Paired associates
Triplets
RETRIEVAL PRACTICE
MEMORY
COMPLETION
RECALL
POWER
Issue Date: 3-Jun-2020
Publisher: SPRINGER
Citation: Rickard, Timothy C, Pan, Steven C (2020-06-03). Test-enhanced learning for pairs and triplets: When and why does transfer occur?. MEMORY & COGNITION 48 (7) : 1146-1160. ScholarBank@NUS Repository. https://doi.org/10.3758/s13421-020-01048-y
Abstract: In four experiments, we explored conditions under which learning due to retrieval practice (i.e., testing) transfers to the case in which the cue and response words are rearranged (e.g., a training test on gift, rose, ?, wherein the target is wine, and a final test on gift, ?, wine, wherein the answer is rose). In both Experiment 1 and a supplementary experiment, we observed divergent results for pairs and triplets: Relative to a restudy control condition, strong transfer was observed for pairs, but none for triplets. In Experiments 2 and 3, the theoretical basis of the specificity of learning for triplets was explored. The results rule out the possibilities that transfer is wholly absent for triplets and that transfer occurs only for the case of exact cue–response reversal on the final test. Rather, it appears that, for both pairs and triplets, transfer will occur unless both of the following conditions hold: (1) two or more independent cues are presented on the training test, and (2) the correct responses on the training and final tests are different. We show that the majority of the results can be explained by combining the dual-memory theory of the testing effect with an inclusive-OR representation that forms when two or more cues are presented on the training test. Follow-up analyses that were conditionalized on training test accuracy suggest that specificity of learning is greater on a correct than on an incorrect training test trial, although selection confounds and contradictory experimental results preclude a strong conclusion.
Source Title: MEMORY & COGNITION
URI: https://scholarbank.nus.edu.sg/handle/10635/228376
ISSN: 0090502X
15325946
DOI: 10.3758/s13421-020-01048-y
Appears in Collections:Elements
Staff Publications

Show full item record
Files in This Item:
File Description SizeFormatAccess SettingsVersion 
2020 Rickard Pan - test-enhanced learning pairs triplets.pdf901.16 kBAdobe PDF

CLOSED

Published
R220712n35.pdf1.63 MBAdobe PDF

OPEN

Post-printView/Download

Google ScholarTM

Check

Altmetric


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.