title: Divided attention: an undesirable difficulty in memory retention.
abstract: How can we improve memory retention? A large body of research has suggested that difficulty encountered during learning, such as when practice sessions are distributed rather than massed, can enhance later memory performance (see R. A. Bjork & E. L. Bjork, 1992). Here, we investigated whether divided attention during retrieval practice can also constitute a desirable difficulty. Following two initial study phases and one test phase with Swahili-English word pairs (e.g., vuvi-snake), we manipulated whether items were tested again under full or divided attention. Two days later, participants were brought back for a final cued-recall test (e.g., vuvi-?). Across three experiments (combined N = 122), we found no evidence that dividing attention while practicing retrieval enhances memory retention. This finding raises the question of why many types of difficulty during practice do improve long-term retention, but dividing attention does not.
authors.affiliation: Department of Psychology, University of New Mexico, MSC03 2220, Albuquerque, NM, 87131-1161, USA, gaspelin@unm.edu.
authors.forename: Nicholas
authors.initials: N
authors.lastname: Gaspelin
authors.forename: Eric
authors.initials: E
authors.lastname: Ruthruff
authors.forename: Harold
authors.initials: H
authors.lastname: Pashler
mesh_terms: D000328:Adult; D001288:Attention / Q000502:physiology*; D005260:Female; D006801:Humans; D008297:Male; D008568:Memory / Q000502:physiology*; D011939:Mental Recall / Q000502:physiology; D011214:Practice, Psychological; D012153:Retention, Psychology / Q000502:physiology; D055815:Young Adult