Jennifer to selective attention to feedback. Overall performance

Jennifer Rose

PSY-111-OS05

November 29th, 2017

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The role of the retrieval process in learning new
information

Finn, B., & Roediger, H. L.
(2013). Interfering effects of retrieval in learning new information. Journal
of Experimental Psychology: Learning, Memory, and Cognition 1665–1681. DOI:
10.1037/a0032377

Memory
formation expands over time, after initial encoding, memories become reconsolidated
in long term storage. Reconsolidations function is to strengthen and maintain
memories in an accessible state. Manipulations introduced after reactivated
reconsolidated memory does not lead to immediate alteration but does have
effect after longer retention interval.

 Early research has been focused on changing
the nature of learned information, the following seven experiments review whether
new information is easier learned if retrieved rather than restudied.

Each
test was split into three phases. In the first phase, faces and names were
studied. The second phase came after a 24-hour delay, faces and names were
restudied, participants were shown a face and asked to retrieve the name, then with
the face and name on a screen as feedback, new information such as the
profession was presented.

Impaired
learning was shown in the first three experiments when the profession was introduced
following previously studied face–name pair test, compared to a restudy.

The
remaining four experiments introduced information that was similar with prior study.
 New learning was compared with prior learning
to see if retrieval would enhance.

New
information was thought to be better learned following retrieval of face name
compared to restudying but results showed challenges in new information and the
retrieval processing. These results were not due to selective attention to
feedback. Overall performance was best after re-study followed by feedback. These
results support the idea that retrieval can change learning.