No abstract

Based on numerous studies showing that testing studied material can improve long-term retention more than restudying the same material, it is often suggested that the number of tests in education should be increased to enhance knowledge acquisition. However, testing in real-life educational settings often entails a high degree of extrinsic motivation of learners due to the common practice of placing important consequences on the outcome of a test. Such an effect on the motivation of learners may undermine the beneficial effects of testing on long-term memory because it has been shown that extrinsic motivation can reduce the quality of learning. To examine this issue, participants learned foreign language vocabulary words, followed by an immediate test in which one-third of the words were tested and one-third restudied. To manipulate extrinsic motivation during immediate testing, participants received either monetary reward contingent on test performance or no reward. After 1 week, memory for all words was tested. In the immediate test, reward reduced correct recall and increased commission errors, indicating that reward reduced the number of items that can benefit from successful retrieval. The results in the delayed test revealed that reward additionally reduced the gain received from successful retrieval because memory for initially successfully retrieved words was lower in the reward condition. However, testing was still more effective than restudying under reward conditions because reward undermined long-term memory for concurrently restudied material as well. These findings indicate that providing performance–contingent reward in a test can undermine long-term knowledge acquisition.

Premature closure of mentoring relationships decreases positive effects of mentoring or can even lead to negative effects for mentees. Past studies retrospectively investigated mechanisms of premature match closure. However, a deeper understanding of the dynamics that lead to premature match closure is still missing. In our study, we longitudinally examined the preprogram characteristics, program adherence, as well as program communication and networking behavior of girls (N = 901, M = 13.80 years) who took part in a 1‐year online mentoring program in science, technology, engineering and mathematics (STEM), comparing girls who dropped out of the program prematurely (N = 598) with girls who were considered as non‐dropouts (N = 303). We used survival analysis methods to simultaneously analyze time‐independent characteristics and time‐dependent dynamics of mentees' communication and networking behavior. Besides mentees' interest in STEM and compliance with program specifications, a frequent and steady communication with their mentors decreased the risk for premature match closure, especially, if it focused on STEM. Mentors' mentoring experience, mentees' program‐wide networking and their networking with other mentees reduced the risk for premature match closure. Regarding the STEM focus of networking, we found competing influences, which need to be further explored in future research.

A large body of research shows that emotionally significant stimuli are better stored in memory. One question that has received much less attention is how emotional memories are influenced by factors that influence memories after the initial encoding of stimuli. Intriguingly, several recent studies suggest that post-encoding factors do not differ in their effects on emotional and neutral memories. However, to date, only detrimental factors have been addressed. In the present study, we examined whether emotionally negative memories are differentially influenced by a well-known beneficial factor: the testing of memories. We employed a standard cued recall testing-effect paradigm where participants studied cue-target pairs for negative and neutral target pictures. In a subsequent post-encoding phase, one third of the cue-target pairs were tested and one third restudied; the remaining third served as control pairs. After one week, memory for all cue-target pairs was tested. While replicating both the testing effect and the emotional enhancement effect, no differences between negative and neutral memories in the benefits received from testing and restudying were observed. Thus, it seems to be true that post-encoding factors do not influence emotional memories in any other way than neutral memories, even when they are beneficial.

Numerous studies have shown that retrieving contents from memory in a test improves long-term retention for those contents, even when compared to restudying (i.e., the “testing effect”). The beneficial effect of retrieval practice has been demonstrated for many different types of memory representations; however, one particularly important memory system has not been addressed in previous testing effect research: autobiographical memory. The aim of the present study was to examine the effect of retrieving memories for personally experienced events on long-term memory for those events. In an initial elicitation session, participants described memories for personally experienced events in response to a variety of cue words. In a retrieval practice/restudy session the following day, they repeatedly practiced retrieval for half of their memories by recalling and writing down the previously described events; the other half of memories was restudied by rereading and copying the event descriptions. Long-term retention of all previously collected memories was assessed at two different retention intervals (2 weeks and 13 weeks). In the retrieval practice session, a hypermnesic effect emerged, with memory performance increasing across the practice cycles. Long-term memory performance significantly dropped from the 2-weeks to the 13-weeks retention interval, but no significant difference in memory performance was observed between previously repeatedly retrieved and previously repeatedly restudied memories. Thus, in autobiographical memory, retrieval practice seems to be no more beneficial for long-term retention than repeated re-exposure.