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Putting action memory to the test: testing affects subsequent restudy but not long-term forgetting of action events
Umeå University, Faculty of Medicine, Umeå Centre for Functional Brain Imaging (UFBI).
2016 (English)In: Journal of Cognitive Psychology, ISSN 2044-5911, E-ISSN 2044-592X, Vol. 28, no 2, p. 209-219Article in journal (Refereed) Published
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Abstract [en]

Testing memory typically enhances subsequent re-encoding of information (indirect testing effect) and, as compared to restudy, it also benefits later long-term retention (direct testing effect). We investigated the effect of testing on subsequent restudy and 1-week retention of action events (e.g. water the plant). In addition, we investigated if the type of recall practice (noun-cued vs. verb-cued) moderates these testing benefits. The results showed an indirect testing effect that increased following noun-cued recall of verbs as compared to verb-cued recall of nouns. In contrast, a direct testing effect on the forgetting rate of performed actions was not reliably observed, neither for noun- nor verb-cued recall. Thus, to the extent that this study successfully dissociated direct and indirect testing-based enhancements, they seem to be differentially effective for performed actions, and may rely on partially different mechanisms.

Place, publisher, year, edition, pages
2016. Vol. 28, no 2, p. 209-219
Keyword [en]
Memory for actions, recall type, indirect testing effect, direct testing effect, enactment
National Category
Psychology (excluding Applied Psychology)
Identifiers
URN: urn:nbn:se:umu:diva-117811DOI: 10.1080/20445911.2015.1111378ISI: 000369871700007OAI: oai:DiVA.org:umu-117811DiVA: diva2:917940
Available from: 2016-04-08 Created: 2016-03-04 Last updated: 2017-11-30Bibliographically approved

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Nilsson, Lars-Göran
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