Memory Accessibility and the Retrieval Practice Effect Restricted; Files Only

Abstract

The retrieval practice effect occurs when tested information is subsequently better remembered than restudied information. One longstanding explanation for the retrieval practice effect is that retrieval practice is more desirably difficult than restudy. Support for this hypothesis comes from studies in which more difficult tests enhance the retrieval practice effect. Many confounds, such as differences in engagement or the type of memory task could be the cause of the enhanced retrieval practice effect. To determine what makes difficult tests desirable, specific, falsifiable hypotheses for difficult retrieval should be tested. The current study investigated a classic definition of desirable difficulty in which difficulty is operationalized as overcoming the struggle of a memory search with weakened accessibility of to-be-retrieved items due to interference. In the current study, participants studied English noun word pairs (APPLE – WAGON), and then either restudied (APPLE -WAGON) or did cued recall (APPLE - ?????) during the intervention. Participants later completed a recognition memory test for target items (WAGON?). Difficulty was induced using proactive interference, where participants studied word pairs in an A-B, A-D paradigm in sequential blocks (APPLE – BEACH, APPLE – WAGON). The final test memory performance for the proactive interference condition was compared to a standard condition with an A-B, C-D paradigm (SPRINT – CHEST, APPLE – WAGON). While there was a robust retrieval practice effect for both conditions, struggle with proactive interference during retrieval practice did not enhance the retrieval practice effect on the final test. These results do not support defining desirable difficulty during retrieval as reconciling interfering memories. 

Table of Contents

Abstract ... 2

Introduction ... 3

Methods ... 10

Results ... 14

Discussion ... 23

References ... 29

About this Master's Thesis

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School	Laney Graduate School
Department	Psychology
Subfield / Discipline	Behavioral and Systems Neuroscience
Degree	M.A.
Submission	Master's Thesis
Language	English
Research Field	Psychology, Cognitive Psychology, Behavioral Sciences Nanoscience
Keyword	Effortful Retrieval Desirable Difficulty Retrieval Practice
Committee Chair / Thesis Advisor	Joseph Manns, Emory University
Committee Members	Daniel Dilks, Emory University Lynne Nygaard, Emory University

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