title: What types of learning are enhanced by a cued recall test?
abstract: In two experiments, we investigated what types of learning benefit from a cued recall test. After initial exposure to a word pair (A+B), subjects experienced either an intervening cued recall test (A-->?) with feedback, or a restudy presentation (A-->B). The final test could be cued recall in the same (A-->?) or opposite (?-->B) direction, or free recall of just the cues (Recall As) or just the targets (Recall Bs). All final tests revealed a benefit for testing as opposed to restudying. Tests produced a direct benefit for information that was retrieved on the intervening test (B). This benefit also "spilled over" to facilitate recall of information that was present on the test but not retrieved (A). Both theoretical and practical implications are discussed.
authors.affiliation: Department of Psychology, University of California, San Diego, 9500 Gilman Drive, La Jolla 92093-0109, USA. scarpenter@ucsd.edu
authors.forename: Shana K
authors.initials: SK
authors.lastname: Carpenter
authors.forename: Harold
authors.initials: H
authors.lastname: Pashler
authors.forename: Edward
authors.initials: E
authors.lastname: Vul
mesh_terms: D001288:Attention; D003463:Cues; D030141:Feedback, Psychological; D006801:Humans; D020407:Internet; D011939:Mental Recall; D010153:Paired-Associate Learning; D011214:Practice, Psychological; D012153:Retention, Psychology; D012660:Semantics; D014163:Transfer, Psychology