Retrieval practice and verbal-visuospatial transfer: From memorization to inductive learning

Abstract

Retrieval practice, the act of recalling information on a practice test, leads to better long-term memory than non-testing study activities (the testing effect). This effect occurs even when the contexts of the practice and final test differ, suggesting that retrieval practice fosters transferable learning. For example, practice tests involving the recall of targets (A-?) not only enhance performance on final tests of the targets (A-?), but this effect can also extend to tests of the non-recalled cues (?-B). Simple memory tests can also facilitate the inference of underlying rules or principles that can be used to answer completely new questions or problems. However, these transfer effects have been overwhelmingly demonstrated with verbal materials. Further, research suggests that transfer effects diminish as the type of information tested during the practice and final tests diverge. In the present study, we explored the influence of retrieval practice on paired associates consisting of the names and visuospatial diagrams of molecules. In two experiments using a standard paired-associate learning paradigm, practice tests of name targets (?-diagram) or diagram targets (name-?) did not enhance performance on final tests of their respective cues. In a final experiment using a category induction paradigm, we found a benefit of retrieval practice on the memorization of cues and the induction of underlying rules simultaneously.