Putting action memory to the test: testing affects subsequent restudy but not long-term forgetting of action events. Issue 2 (17th February 2016)

• Record Type: Journal Article
• Authors: Kubik, Veit; Olofsson, Jonas K.; Nilsson, Lars-Göran; Jönsson, Fredrik U.
• Is Part Of: Journal of cognitive psychology. Volume 28:Issue 2(2016)
• Page Start: 209
• Page End: 219
• Publication Date: 2016-02-17
• Subjects: Memory for actions -- recall type -- indirect testing effect -- direct testing effect -- enactment; Cognitive psychology -- Periodicals; 153.05
• DOI: 10.1080/20445911.2015.1111378
• Languages: English
• ISSNs: 2044-5911

Abstract

ABSTRACT: Testing memory typically enhances subsequent re-encoding of information (" indirect" testing effect ) and, as compared to restudy, it also benefits later long-term retention (" direct" testing effect ). We investigated the effect of testing on subsequent restudy and 1-week retention of action events (e.g. "water the plant"). In addition, we investigated if the type of recall practice (noun-cued vs. verb-cued) moderates these testing benefits. The results showed an indirect testing effect that increased following noun-cued recall of verbs as compared to verb-cued recall of nouns. In contrast, a direct testing effect on the forgetting rate of performed actions was not reliably observed, neither for noun- nor verb-cued recall. Thus, to the extent that this study successfully dissociated direct and indirect testing-based enhancements, they seem to be differentially effective for performed actions, and may rely on partially different mechanisms.