Jennifer to selective attention to feedback. Overall performance

Jennifer RosePSY-111-OS05November 29th, 2017Article Review 2 The role of the retrieval process in learning newinformationFinn, B., & Roediger, H. L.(2013). Interfering effects of retrieval in learning new information.

Journalof Experimental Psychology: Learning, Memory, and Cognition 1665–1681. DOI:10.1037/a0032377Memoryformation expands over time, after initial encoding, memories become reconsolidatedin long term storage. Reconsolidations function is to strengthen and maintainmemories in an accessible state. Manipulations introduced after reactivatedreconsolidated memory does not lead to immediate alteration but does haveeffect after longer retention interval. Early research has been focused on changingthe nature of learned information, the following seven experiments review whethernew information is easier learned if retrieved rather than restudied.

Eachtest was split into three phases. In the first phase, faces and names werestudied. The second phase came after a 24-hour delay, faces and names wererestudied, participants were shown a face and asked to retrieve the name, then withthe face and name on a screen as feedback, new information such as theprofession was presented.Impairedlearning was shown in the first three experiments when the profession was introducedfollowing previously studied face–name pair test, compared to a restudy.Theremaining four experiments introduced information that was similar with prior study. New learning was compared with prior learningto see if retrieval would enhance.

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

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