Abstract
Results from numerous previous studies suggest that when subjects study items from different categories and then repeatedly retrieve, or restudy, some of the items from some of the categories, repeated retrieval, but not repeated study, induces forgetting of related unpracticed items. We investigated in two experiments whether such effects of pure retrieval and pure study practice generalize to ...
Abstract
Results from numerous previous studies suggest that when subjects study items from different categories and then repeatedly retrieve, or restudy, some of the items from some of the categories, repeated retrieval, but not repeated study, induces forgetting of related unpracticed items. We investigated in two experiments whether such effects of pure retrieval and pure study practice generalize to mixed practice, i.e., when retrieval and restudy trials are randomly interleaved within a single experimental block. Experiment 1 employed cued recall, Experiment 2 employed item recognition testing. In both experiments, pure repeated retrieval, but not pure repeated study, caused forgetting of related unpracticed items, which is consistent with the prior work. In contrast, with mixed practice, both retrieval and restudy induced forgetting. Thus, whereas retrieval caused forgetting regardless of practice mode, restudy caused forgetting with mixed practice but not with pure practice. The finding provides first evidence for dynamic effects between retrieval and restudy trials when practice is mixed. It is consistent with the view that, with mixed practice, subjects engage in more retrieval during restudy trials, so that restudy trials may trigger similar processes as retrieval trials and thus induce forgetting of related, not restudied items.
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