Covert Retrieval Research Articles

Judgments of learning reactively affect memory by inducing covert retrieval

Making judgments of learning (JOLs) can directly influence memory, a phenomenon termed the reactivity effect of JOLs. However, controversy surrounds the mechanism behind JOL reactivity. This study employs related and unrelated word pairs as learning materials to compare memory outcomes across different JOL conditions. We contrasted the traditional JOL reactivity paradigm with a covert retrieval induction paradigm to explore whether JOLs impact memory through covert retrieval. In Experiment 1, data from 40 participants (18 females, 22 males) were analyzed, revealed distinct patterns between the two paradigms. When word pairs are presented entirely, the JOL group outperforms the no-JOL group in memorizing related pairs, aligning with traditional JOL reactivity. Conversely, when target words are omitted, the JOL group’s memory resembles that of the no-JOL group. This comparison suggested that JOLs may prompt covert retrieval. In Experiment 2, which involved manipulating the retrieval strength, data from 52 participants (46 females, 6 males) were analyzed, yielded results consistent with those of Experiment 1. We conclude that covert retrieval significantly contributes to the JOL reactivity effect, enhancing memory through JOL-induced covert retrieval.

Delayed memory for complex visual stimuli does not benefit from distraction during encoding.

The covert retrieval model (McCabe, Journal of Memory and Language 58(2), 480-494, 2008) postulates that delayed memory performance is enhanced when the encoding of memoranda in working memory (WM) is interrupted by distraction. When subjects are asked to remember stimuli for an immediate memory test, they usually remember them better when the items are presented without distraction, compared to a condition in which a distraction occurs following each item. In a delayed memory test, this effect has been shown to be reversed: Memory performance is better for items followed by distraction than without. Yet, this so-called McCabe effect has not been consistently replicated in the past. In an extensive replication attempt of a previous study showing the effect for complex visual stimuli, we investigated five potential boundary conditions of the predictions of the covert retrieval model: (1) Type of Stimuli (doors vs. faces), (2) type of distractor (pictures vs. math equations), (3) expectation about task difficulty (mixed vs. blocked lists), (4) memory load in WM (small vs. large), and (5) expectation about the long-term memory (LTM) test (intentional vs. incidental encoding). Across four experiments we failed to replicate the original findings and show that delayed memory for faces and other complex visual stimuli does not benefit from covert retrieval during encoding - as suggested as being induced by distractors. Our results indicate that the transfer of information from WM to LTM does not seem to be influenced by covert retrieval processes, but rather that a fixed proportion of information is laid down as a more permanent trace.

Spaced Retrieval Practice: Can Restudying Trump Retrieval?

We investigated spaced retrieval and restudying in 3 preregistered, online experiments. In all experiments, participants studied 40 Swahili–English word pair translations during an initial study phase, restudied intact pairs or attempted to retrieve the English words to Swahili cues twice in three spaced practice sessions, and then completed a final cued-recall test. All 5 sessions were separated by 2 days. In Experiment 1, we manipulated the response format during retrieval (covert vs. overt) and the test list structure (blocked vs. intermixed covert/overt retrieval trials). A memory rating was required on all trials (retrieval: “Was your answer correct?”; restudy: “Would you have remembered the correct translation?”). Response format had no effect on recall, but surprisingly, final test performance for restudied items exceeded both the overt and covert retrieval conditions. In Experiment 2, we manipulated the requirement to make a memory rating. If a memory rating was required, final test restudy performance exceeded retrieval performance, replicating Experiment 1. However, the pattern was descriptively reversed if no rating was required. In Experiment 3, the memory rating was removed altogether, and we examined recall performance for items restudied versus retrieved once, twice, or thrice. Performance improved with practice, and retrieval performance exceeded restudy performance in all conditions. The reversal of the typical retrieval practice effect observed in Experiments 1 and 2 is discussed in terms of theories of reactivity of memory judgments.

Delayed Metacomprehension Judgments Do Not Directly Improve Learning from Texts.

Making judgments of learning (JOLs) after studying can directly improve learning. This JOL reactivity has been shown for simple materials but has scarcely been investigated with educationally relevant materials such as expository texts. The few existing studies have not yet reported any consistent gains in text comprehension due to providing JOLs. In the present study, we hypothesized that increasing the chances of covert retrieval attempts when making JOLs after each of five to-be-studied text passages would produce comprehension benefits at 1 week compared to restudy. In a between-subjects design, we manipulated both whether participants (N = 210) were instructed to covertly retrieve the texts, and whether they made delayed target-absent JOLs. The results indicated that delayed, target-absent JOLs did not improve text comprehension after 1 week, regardless of whether prior instructions to engage in covert retrieval were provided. Based on the two-stage model of JOLs, we reasoned that participants' retrieval attempts during metacomprehension judgments were either insufficient (i.e., due to a quick familiarity assessment) or were ineffective (e.g., due to low retrieval success).

Covert retrieval yields a forward testing effect across levels of successive list similarity

Covert retrieval yields a forward testing effect across levels of successive list similarity

Metacognitive judgments can potentiate new learning: The role of covert retrieval

Interim tests of previously studied information can potentiate subsequent learning of new information, in part, because retrieval-based processes help to reduce proactive interference from previously learned information. We hypothesized that an effect similar to this forward testing effect would also occur when making judgments of (prior) learning (JOLs). Previous research showed that making JOLs likely prompts covert retrieval attempts and thereby enhances memory, specifically when providing only parts of previously studied information. This study examined the forward effect of different types of JOLs (i.e., with complete or partial prior study information available) on subsequent learning of new materials, compared to restudy and retrieval practice. In a between-subjects design, participants (N = 161) consecutively studied five lists of 20 words with the aim to recall as many of them on a final cumulative recall test. After the presentation of each of the first four lists, participants either restudied the list, made JOLs with complete words, made JOLs with word stems, or they were tested on word stems. Compared to restudy, practicing retrieval and making JOLs with word stems, but not JOLs with complete words, facilitated the List-5 interim recall performance and attenuated the number of intrusions from prior lists. The findings suggest that, similar to overt retrieval, making JOLs with incomplete information can enhance new learning to the extent that it elicits covert retrieval attempts.

Covert and overt retrieval practice in the classroom.

Covert and overt retrieval practice in the classroom.

Picture-Word Interference Effects Are Robust With Covert Retrieval, With and Without Gamification.

The picture-word interference (PWI) paradigm has been used to investigate the time course of processes involved in word retrieval, but is challenging to implement online due to dependence on measurements of vocal reaction time. We performed a series of four experiments to examine picture-word interference and facilitation effects in a form of covert picture naming, with and without gamification. A target picture was accompanied by an audio word distractor that was either unrelated, phonologically-related, associatively-related, or categorically-related to the picture. Participants were instructed to judge whether the name of the target picture ended in the phoneme assigned to the block by pressing corresponding keys as quickly and accurately as possible. Experiments 1 and 2 successfully replicated categorical interference and phonological facilitation effects at different optimal stimulus-onset-asynchronies (SOAs) between words and pictures. Experiment 3 demonstrated that a key gamification feature (collecting coins) motivated faster speed at the expense of accuracy in the gamified vs. experimental format of the task. Experiment 4 adopted the optimal SOAs and verified that the gamification reveals expected interference and facilitation effects despite the speed-accuracy tradeoff. These studies confirmed that categorical interference occurs earlier than phonological facilitation, while both processes are independent from articulation and inherent to word retrieval itself. The covert PWI paradigm and its gamification have methodological value for neuroimaging studies in which articulatory artifacts obscure word retrieval processes, and may be developed into potential online word-finding assessments that can reveal word retrieval difficulties with greater sensitivity.

Supplemental Material for Covert and Overt Retrieval Practice in the Classroom

Supplemental Material for Covert and Overt Retrieval Practice in the Classroom

The Passage of Years: Not a Matter of Covert Retrieval of Autobiographical Memories.

In current research, variations in retrospective passage of time judgments for long intervals are commonly attributed to differences regarding the number of experiences in these intervals or the accessibility of the respective memories. This seems to imply the assumption of a covert retrieval, where authors presume that memories from the respective interval influence the experience of time without these memories being explicitly activated when judging. However, no studies have systematically investigated the relation between the experience of time and the respective experiences and memories. To this end, we analyzed data from three studies in which participants judged the passage of the last 5 years either before being asked to select outstanding life events from a list (Studies 1a and b; N = 293 and 263) or before recalling as many meaningful personal memories as were spontaneously accessible (Study 2; N = 262). Despite applying a statistically powerful trial-by-trial mixed-effects modeling approach, neither in the separate datasets nor in the combined dataset, passage of time judgments were predicted by the number of reported events or memories. This suggests that people's spontaneous judgments of the passage of multiannual intervals are not necessarily affected by a covert retrieval of memories from the respective period.

Why do learners ignore expected feedback in making metacognitive decisions about retrieval practice?

We report two experiments investigating why learners, in making metacognitive judgments, often seem to ignore or otherwise fail to appreciate that feedback following retrieval practice provides a restudy opportunity. Learners practiced word pairs for a final cued-recall test by studying each pair initially, making a judgment of learning (JOL), and then deciding whether to practice the pair again after a short or long spacing interval, or not at all. For different groups in Experiment 1, additional practice involved restudying, retrieval practice without feedback, or retrieval practice with feedback (the full pair). We used procedures (long feedback duration and covert retrieval practice) designed to rule out the possibility that feedback is ignored because it is usually brief or because participants' choices are influenced by a desire to look good by performing well on overt practice tests. In the relearning condition, learners preferred a long spacing interval for items at all JOL levels. Despite the feedback duration and the covert retrieval practice, learners in both retrieval-practice conditions preferred a short spacing interval for hard, low-JOL items and a long spacing interval for easy, high-JOL items, even though this may not be an effective strategy when feedback is provided. In Experiment 2, instructions framed feedback either as a presentation of the correct answer or as a restudy opportunity preceded by retrieval practice. Framing feedback as a restudy opportunity markedly changed the choices learners made. Apparently, the restudy function of feedback does not occur to learners unless they are specifically alerted to it.

The effect of delayed judgments of learning on retention.

Evidence is mixed concerning whether delayed judgments of learning (JOLs) enhance learning and if so, whether their benefit is similar to retrieval practice. One potential explanation for the mixed findings is the truncated search hypothesis, which states that not all delayed JOLs lead to a full-blown covert retrieval attempt. In three paired-associate learning experiments, we examined the effect of delayed JOLs on later recall by comparing them to conditions of restudy, overt retrieval, and various other delayed JOL conditions. In Experiment 1, after an initial study phase, subjects either restudied word pairs, practiced overt retrieval, or made cue-only or cue-target delayed JOLs. In Experiments 2a and 2b, where conditions were manipulated within-subjects, subjects either restudied word pairs, practiced overt retrieval, made cue-only delayed JOLs, made cue-only delayed JOLs followed by a yes/no retrieval question or, in another condition, by an overt retrieval prompt. The final cued recall tests were delayed by two days. In Experiment 1, recall after cue-only delayed JOLs did not reliably differ from recall after overt retrieval or restudy. In Experiments 2a and 2b, delayed JOLs consistently produced poorer recall relative to overt retrieval. Furthermore, reaction times for delayed JOLs were shorter relative to delayed JOLs paired with overt retrieval prompts. We conclude that only some delayed JOLs elicit covert retrieval attempts, a pattern supporting the truncated search hypothesis.Supplementary InformationThe online version contains supplementary material available at 10.1007/s11409-021-09260-0.

Elaborative strategies contribute to the long-term benefits of time in working memory

Abstract The current experiments investigated the long-term advantage for words studied during complex span versus simple span, i.e., the McCabe effect. According to the covert retrieval account, the McCabe effect occurs because complex span affords covert retrieval opportunities that facilitate episodic memory (EM). Conversely, the time-in-working-memory (WM) hypothesis asserts that the time items spend in WM predicts EM, irrespective of any opportunity for covert retrieval. We investigated whether time specifically allows for elaboration in WM by considering the influence of reported and instructed strategies during simple span, complex span, and slow span, where for the latter, a pause of equivalent duration to the distraction in complex span interleaved the memoranda. The results indicated that (i) elaboration is just as frequent during complex span as slow span and (ii) spontaneous elaboration accentuates the advantage of complex span and slow span over simple span, commensurate with the elaboration account of the time-in-WM hypothesis.

The long-term consequences of retrieval demands during working memory.

Although it is well known that distraction impairs immediate retrieval of items maintained in working memory (WM; e.g., during complex span tasks), some evidence suggests that these items are more likely to be recalled from episodic memory (EM) compared with items that were studied without any distraction (e.g., during simple span tasks). One account for this delayed advantage of complex span over simple span, or the McCabe effect (McCabe, Journal of Memory and Language, 58[2], 480–494, 2008), is that complex span affords covert retrieval opportunities that facilitate later retrieval from EM by cumulatively reactivating each successively presented item after distraction. This explanation focuses on the processing that occurs during presentation and maintenance of the items, but no work to date has explored whether the differential demands of immediate retrieval between simple and complex span may explain the effect. Accordingly, these experiments examined the impact of immediate retrieval demands on the McCabe effect by comparing typical immediate serial-recall instructions (i.e., recalling the words in their exact order of presentation) to immediate free-recall (Experiments 1–2) and no-recall (Experiments 2 and 3) instructions. The results suggested that the nature of retrieval may constrain the McCabe effect in some situations (Experiments 1–2), but its demands do not drive the McCabe effect given that it was observed in both serial-recall and no-recall conditions (Experiment 3). Instead, activities such as covert retrieval during the processing phase may underlie the McCabe effect, thus further evidencing the importance of processing in WM for the long-term retention of information.Electronic supplementary materialThe online version of this article (10.3758/s13421-020-01079-5) contains supplementary material, which is available to authorized users.

Putting action into testing: Enacted retrieval benefits long-term retention more than covert retrieval.

Retrieval practice improves long-term retention. However, it is currently debated if this testing effect can be further enhanced by overtly producing recalled responses. We addressed this issue using a standard cued-recall testing-effect paradigm with verb-noun action phrases (e.g., water the plant) to prompt motor actions as a specifically powerful response format of recall. We then tested whether motorically performing the recalled verb targets (e.g., ?-the plant) during an initial recall test (enacted retrieval) led to better long-term retention than silently retrieving them (covert retrieval) or restudying the complete verb-noun phrases (restudy). The results demonstrated a direct testing effect, in that long-term retention was enhanced for covert retrieval practice compared to restudy practice. Critically, enactment during retrieval further improved long-term retention beyond the effect of covert memory retrieval, both in a congruent noun-cued recall test after 1 week (Experiment 1) and in an incongruent verb-cued recall test of nouns after 2 weeks (Experiment 2). This finding suggests that successful memory retrieval and ensuing enactment contribute to future memory performance in parts via different mechanisms.

Do Judgments of Learning Directly Enhance Learning of Educational Materials?

When people make judgments of learning (JOLs) after studying paired associates, the process they engage in to monitor their learning can directly enhance learning for some types of material (Soderstrom et al. 2015). The current experiments investigated whether JOLs directly enhance learning educationally relevant texts. Across 5 experiments (N = 703), people read several sections of an educational textbook with or without JOLs embedded between each section. We manipulated whether JOLs queried one’s understanding of the text at the aggregate level (Experiment 1) or for specific concepts in the text (Experiment 2a, 2b, 3, and 4). We also manipulated whether JOLs were framed to afford covert retrieval practice by prompting judgments with either the target information present or absent (Experiment 3). In most cases, instructing students to make JOLs did not improve comprehension above and beyond just reading the text. However, when people were instructed to retrieve information prior to making JOLs (Experiment 4), large learning gains occurred. These results indicate that JOLs in their standard form are unlikely to produce educational benefits to text comprehension in part because learners do not spontaneously retrieve criterial information when making metacomprehension judgments.

Retrieval Practice Enhances the Recall and Transfer of Learning of Physiology Information

It is well‐documented that retrieval practice can improve the recall of both simple and complex information when compared to more common methods of learning such as repeated studying (i.e., reading). Recent evidence also indicates that retrieval practice can improve higher orders of thinking, such as the ability to critically evaluate research articles (Dobson, Linderholm and Perez, 2018) and transfer of learning (Butler, 2010). One aim of this study was to investigate the effects of retrieval practice on transfer of learning with physiology information. A second aim was to compare recall and transfer of physiology information following retrieval practice versus a judgment of learning task (JOL) that may be easier for students to utilize on their own. Participants were randomly assigned to learn three short (~500 words) physiology texts using each of the following strategies: 1. studying a text four times (SSSS), 2. studying and then retrieving a text two times (SRSR), and 3. studying a text four times while completing multiple JOL during the second and fourth repetitions (SJSJ). Recall and transfer of learning were assessed one week after the participants learned the texts, and the results were analyzed using repeated measures ANOVAs. The SRSR strategy resulted in significantly greater recall than the SSSS strategy (21.35 ± 1.08 vs. 17.35 ± 0.86, p<0.05), and both the SRSR and SJSJ strategies facilitated significantly greater transfer than the SSSS strategy (44.60 ± 2.55 and 41.79 ± 2.63, respectively, vs. 36.07 ± 2.40, p<0.05). These results indicate that retrieval practice may enhance both recall and higher order thinking about physiology information and that covert retrieval, as experienced in a JOL task, may provide similar benefits.Support or Funding InformationNoneThis abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

The testing effect in a social setting: Does retrieval practice benefit a listener?

Retrieval practice boosts retention relative to other study strategies like restudying, a finding known as the testing effect. In 3 experiments, the authors investigated testing in social contexts. Subjects participated in pairs and engaged in restudy and retrieval practice of vocabulary pairs. During retrieval practice, 1 subject acted as speaker (overt practice); the other subject listened and monitored the speaker's responses (covert practice). All experiments showed testing effects, with overt practice by speakers enhancing recall relative to restudy after a 2-day delay. In Experiments 1 and 2, covert practice by listeners did not benefit recall as much as overt practice. Only in Experiment 3, when listeners were asked to monitor their own covert retrieval (instead of the speaker's overt retrieval), did both types of practice convey similar benefits. The results indicate that memory retrieval is not necessarily as beneficial for listeners as for speakers. The practical implication is that the practice of teachers asking questions in class will not yield a positive effect unless special measures are taken to insure students' effortful covert retrieval. (PsycINFO Database Record

What makes working memory traces stable over time?

Understanding the factors that make working memory (WM) traces stable over time is important because WM is the keystone of general cognitive achievement. Two views of attentional WM maintenance have been suggested to account for the long-term retention of WM information. First, the distractors in a WM task are thought to foster the creation of episodic memory cues through covert retrieval. Second, the cognitive load (CL) of the distractors is thought to vary long-term memory instantiation. In this study, we propose an additional parsimonious perspective: the total time during which each trace is under the control of attention in WM is the key to long-term retention. Participants performed a complex span task in which the CL and number of distractors were orthogonally manipulated, and thereafter the participants performed a delayed recall test. Similar to previous findings, the results showed effects of the number of distractors and of CL on delayed recall. Our results went further, however, by showing a non-linear relationship between delayed recall performance and the free time accumulated between encoding and immediate recall. The role of time in episodic memory performance and the underlying WM maintenance mechanism are discussed.

Covert retrieval in working memory impacts the phenomenological characteristics remembered during episodic memory.

Much research has investigated the qualitative experience of retrieving events from episodic memory (EM). The present study investigated whether covert retrieval in WM increases the phenomenological characteristics that participants find memorable in EM using tasks that distract attention from the maintenance of memoranda (i.e., complex span; Experiment 1) relative to tasks that do not (i.e., short or long list lengths of simple span; Experiments 1 and 2). Participants rated the quality of the phonological, semantic, and temporal-contextual characteristics remembered during a delayed memory characteristics questionnaire (MCQ). Whereas an advantage of the complex over simple span items was observed for each characteristic (Experiment 1), no such difference was observed between short and long trials of simple span (Experiment 2). These results are consistent with the view that covert retrieval in WM promotes content-context bindings that are later accessible from EM for both objective performance and subjective details of the remembered information.