The Influence of Corrective Feedback on Retrieval-induced Forgetting

Abstract

Prior research has shown that testing can impair subsequent recall of nontested materials: an effect termed retrieval-induced forgetting. In the current study, I examined the effect of providing feedback during retrieval practice on the later recall of these nontested materials. In two experiments, I varied the type of feedback administered during retrieval practice (no feedback, immediate feedback, delayed feedback). Experiment 1 used cued recall as the final test, and Experiment 2 used recognition as the final test. As expected, providing immediate or delayed feedback (compared to no feedback) improved recall of tested materials. More importantly, Experiment 1 showed that providing immediate and delayed feedback did not increase the magnitude of retrieval-induced forgetting in a cued recall final test. Experiment 2 found that feedback reduced retrieval-induced forgetting in a recognition final test. From a practical perspective, these results indicate that feedback does not exacerbate retrieval-induced forgetting. This finding is encouraging for students and educators who use testing to help improve learning. From a theoretical perspective, these results provide support for the inhibitory account of retrieval-induced forgetting.