Abstract
Retrieval practice is a learning technique that is known to produce enhanced long-term memory retention when compared to several other techniques. This difference in learning outcome is commonly called “the testing effect”. Yet there is little research on how individual differences in personality traits and working memory capacity moderate the size of the retrieval-practice benefits. The current study is a conceptual replication of a previous study, further investigating whether the testing effect is sensitive to individual differences in the personality traits Grit and Need for Cognition, and working memory capacity. Using a within-subjects design ( N = 151), participants practiced 60 Swahili–Swedish word pairs (e.g., adhama–honor) through retrieval practice and re-studying. Learning was assessed at three time points: five minutes, one week, and four weeks after practice. The results revealed a significant testing effect at all three time points. Further, the results showed no association between the testing effect and the personality traits, or between the testing effect and working memory, at any time point. To conclude, retrieval practice seems to be a learning technique that is not moderated by individual differences in these specific personality traits or with working memory capacity, thus possibly beneficial for all students.
Highlights
Retrieval practice is a learning technique that is known to produce enhanced long-term memory retention when compared to several other techniques
Our ability to learn is affected by individual differences in a number of different attributes related to learning, such as working memory capacity (WMC); personality traits; social, emotional, and physical factors; and teaching competence
The results showed no relationship between Need for Cognition (NFC) and the testing effect
Summary
Retrieval practice is a learning technique that is known to produce enhanced long-term memory retention when compared to several other techniques. Retrieval practice is a learning technique that repeatedly has been shown to enhance long-term retention when compared to other methods of learning, such as re-reading (Roediger & Karpicke, 2006a; Wiklund-Ho€rnqvist et al, 2014), group discussions (Stenlund et al, 2017), and concept mapping (Karpicke & Blunt, 2011) This retrievalbased benefit on long-term learning is commonly denoted as the testing effect (for reviews, see Dunlosky et al, 2013; Roediger & Karpicke, 2006a, 2006b; Rowland, 2014). Some aspects of the effectiveness of retrieval practice are still uncertain It is still underexplored whether individual differences in personal attributes associated with learning will moderate the effect of retrieval practice, or if the method is beneficial regardless of academic aptitude. In a follow-up study, Tse et al (2019) were unable to replicate the results, which calls for further research
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
