Tests enhance retention and transfer of spatial learning.
Many studies have reported that tests are beneficial for learning (e.g., Roediger & Karpicke, 2006a). However, the majority of studies on the testing effect have been limited to a combination of relatively simple verbal tasks and final tests that assessed memory for the same material that had originally been tested. The present study explored whether testing is beneficial for complex spatial memory and whether these benefits hold for both retention and transfer. After encoding a three-dimensional layout of objects presented in a virtual environment, participants completed a judgment-of-relative-direction (JRD) task in which they imagined standing at one object, facing a second object, and pointed to a third object from the imagined perspective. Some participants completed this task by relying on memory for the previously encoded layout (i.e., the test conditions), whereas for others the location of the third object was identified ahead of time, so that retrieval was not required (i.e., the study condition). On a final test assessing their JRD performance, the participants who learned through test outperformed those who learned through study. This was true even when corrective feedback was not provided on the initial JRD task and when the final test assessed memory from vantage points that had never been practiced during the initial JRD.
Department of Psychology, Iowa State University, W112 Lagomarcino Hall, Ames, IA 50011, USA. shacarp@iastate.edu
Shana K
SK
Carpenter
Jonathan W
JW
Kelly
D000328:Adult; D006801:Humans; D011939:Mental Recall / Q000502:physiology*; D009483:Neuropsychological Tests; D012153:Retention, Psychology / Q000502:physiology*; D013028:Space Perception / Q000502:physiology*; D014163:Transfer, Psychology / Q000502:physiology*; D055815:Young Adult