Test-potentiated learning of motor sequences.
We investigated effects of retrieving body movements from memory on subsequent re-encoding of these movements (i.e., test-potentiated learning). In Experiment 1, participants first learned to perform 12 sequential finger movements as responses to letter stimuli. Eight of these movements then had to be recalled in response to their stimuli (initial test). Subsequently, learning trials were repeated for four of the previously to-be-retrieved movements as well as the previously not-to-be-retrieved movements. Restudy benefited from prior retrieval. In a final test, again requiring motoric recall in response to letter stimuli, performance was better for restudied items that were previously cued for retrieval as compared to items that had been restudied without prior retrieval. However, no such indirect testing benefit occurred when initial and final testing formats were incongruent, that is, when participants had to recall the stimuli in response to movements as cues at the final test. In Experiment 2, we replicated the finding of test-potentiated learning with a different design, manipulating initial-testing status between participants.
a Fachbereich I - Psychologie , University of Trier , Trier , Germany.
Tobias
T
Tempel
b Department of Psychology , Stockholm University , Stockholm , Sweden.
Veit
V
Kubik
D005385:Fingers / Q000502:physiology; D006801:Humans; D007858:Learning / Q000502:physiology*; D011214:Practice, Psychological; D011597:Psychomotor Performance / Q000502:physiology*; D011930:Reaction Time / Q000502:physiology
Body movement; learning transfer; retrieval; test-potentiated learning; testing effect