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

Kubik, Veit; Jönsson, Fredrik U.; Jonge, Mario de; Arshamian, Artin

doi:10.1177/1747021820945560

Cited by 16 publications

(12 citation statements)

References 72 publications

(142 reference statements)

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“…Retrieval practice has various beneficial effects on memory, specifically on long-term retention (Kubik et al, 2018(Kubik et al, , 2020Roediger & Karpicke, 2006a;for comprehensive overviews, see McDermott, 2021;Roediger & Karpicke, 2006a; see also Kubik, Gaschler, et al, 2021). For current purposes, we focus on the indirect and metacognitive benefits of retrieval practice.…”

Section: The Relative Contribution Of Retrieval Versus Restudy Practice To the Underconfidence-with-practice Effectmentioning

confidence: 99%

The underconfidence-with-practice effect in action memory: The contribution of retrieval practice to metacognitive monitoring

Kubik

Jemstedt

Eshratabadi

et al. 2022

Metacognition Learning

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When making memory predictions (judgments of learning; JOLs), people typically underestimate the recall gain across multiple study–test cycles, termed the underconfidence-with-practice (UWP) effect. This is usually studied with verbal materials, but little is known about how people repeatedly learn and monitor their own actions and to what extent retrieval practice via interim tests influence the progression of JOLs across cycles. Using action phrases (i.e., squeeze the lemon) as learning material, we demonstrated the UWP effect after both verbal and enactive encoding, although we did not get first-cycle overconfidence. As predicted, participants exhibited underconfidence in Cycles 2 and 3, as an error of calibrations. However, people’s resolution of JOLs (i.e., ability to discriminate recalled from unrecalled items) increased across study–test cycles. Importantly, JOLs for study–test (relative to study–study) items increased faster across cycles suggesting that repeated study–test practice not only produces underconfidence across cycles, but also reduces underconfidence relative to study–study practice. We discuss these findings in terms of current explanations of the underconfidence-with-practice effect.

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Section: The Relative Contribution Of Retrieval Versus Restudy Practice To the Underconfidence-with-practice Effectmentioning

confidence: 99%

The underconfidence-with-practice effect in action memory: The contribution of retrieval practice to metacognitive monitoring

Kubik

Jemstedt

Eshratabadi

et al. 2022

Metacognition Learning

Self Cite

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“…Retrieval practice is a well-established, effective learning strategy. By testing the effect of adding images (i.e., multimedia) to retrieval practice, the present study fits into the broader trend of recent research that is beginning to look into combinations of retrieval practice with other instructional principles and learning strategies (e.g., Kubik et al, 2020; Miyatsu & McDaniel, 2019). In three classroom experiments, we tested the effect of presenting images during retrieval practice on students’ vocabulary learning.…”

Section: Discussionmentioning

confidence: 77%

Multimedia effects during retrieval practice: Images that reveal the answer reduce vocabulary learning.

Broek¹,

Gog²,

Jansen³

et al. 2021

Journal of Educational Psychology

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Practicing retrieval of vocabulary items from memory (e.g., with flashcard software or practice tests) is an effective study strategy to remember vocabulary over time. Retrieval practice is often implemented in digital learning environments that increasingly include multimedia (i.e., combining textual and pictorial information). However, it is unknown how multimedia design affects the benefits of retrieval. Therefore, the present study tested the effect of adding images during retrieval practice on students' learning, affective-motivational outcomes, and judgments of learning. We experimentally manipulated the presence and timing of images during retrieval practice of foreign vocabulary in three classroom experiments with students in secondary education. Across experiments, students' vocabulary recall on a posttest (1 to 4 days after practice) was weaker after practice with images that helped them retrieve the answer, compared with practice without images (Experiments 2 and 3) and compared with practice with images that appeared after the retrieval attempt (Experiments 1 and 3). Images enhanced feelings of competence but not enjoyment of practice. The majority of students recognized the negative effects of images on their learning only when the images clearly revealed the answer (Experiment 1) but-incorrectly-considered images that provided partial hints about the answer to be helpful (Experiments 2 and 3). Moreover, students consistently overestimated how much they learned with images that helped them retrieve the answer. During retrieval practice of vocabulary words, informative images are thus potentially harmful and students have limited insight into these effects. Educational Impact and Implications StatementPracticing retrieval of vocabulary words from memory (e.g., with flashcard software or practice tests) is an effective strategy to remember the words over time. This study tested how adding images during such retrieval practice influences students' learning and motivation. In three classroom experiments, we found that retrieval practice is less effective when it includes images that provide hints about the answer, compared to no images. Students were unaware of this effect and overestimated how much they learned with images. Multimedia should thus be used cautiously in vocabulary learning software. To ensure that students can later recall vocabulary not only with the help of the images from practice but also without images, practice should not include images that provide hints about the to-be-retrieved answer. Images can, however, be presented as feedback that is shown after the learner has given a response.

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“…The fact that enactment at recall did not facilitate memory for actions or objects is in agreement with previous studies in the LTM literature (see Brooks & Gardiner, 1994;Kormi-Nouri et al, 1994Saltz & Dixon., 1982 which observed enactment at encoding but not enactment at recall benefits for action-object pairs (but see also Kubik et al, 2020). However, some LTM studies have observed enactment at recall benefits when instructions involved body parts (e.g.…”

Section: Discussionmentioning

confidence: 97%

“…In addition to examining the potential benefits of enactment at encoding, studies of enactment in immediate recall have also explored the effects of asking participants to enact their recall, finding consistent evidence of a benefit of enacted recall compared with verbal responding (see Jaroslawska et al, 2018;Yang et al, 2014Yang et al, , 2016. This is in contrast to LTM studies (see Brooks & Gardiner, 1994;Kormi-Nouri et al, 1994;Saltz & Dixon, 1982) that have not observed consistent enactment at recall benefits (though see Kubik et al, 2020;Norris & West, 1993). In studies that examine enactment at the response phase in immediate recall, participants are asked to recall the instructions by enacting them, which typically results in better memory performance.…”

Section: Introductionmentioning

confidence: 99%

Investigating the underlying mechanisms of the enactment effect: The role of action–object bindings in aiding immediate memory performance

Makri

Jarrold

2021

Quarterly Journal of Experimental Psychology

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Previous research has established that enacted action-object phrases lead to superior immediate memory performance compared to purely verbal memory. In the current investigation, Experiment 1 examined how enactment separately affects immediate memory for actions and objects in 24 adults by presenting action-object phrases and asking participants to recall either the actions or the objects presented in correct serial order. The results showed that when employed at presentation, enactment led to superior recall performance compared to verbal repetition, but this effect was significant only for memory for actions and not objects. Enactment during immediate recall did not lead to better memory performance compared to verbal recall for either actions or objects. In order to examine whether the lack of an enactment at recall was due to the splitting of action-object phrases at retrieval, Experiment 2 (n=24) examined memory for whole action-object phrases under enactment at recall. The results showed a typical enactment at recall benefit. Furthermore, a novel binding analysis showed that enactment recall increased the likelihood of action features being remembered in a bound pair rather than alone. Together these findings suggest that action-object bindings play a crucial role in the manifestation of the enactment effect in immediate recall, especially when enactment is employed at the recall phase.

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

Cited by 16 publications

References 72 publications

The underconfidence-with-practice effect in action memory: The contribution of retrieval practice to metacognitive monitoring

The underconfidence-with-practice effect in action memory: The contribution of retrieval practice to metacognitive monitoring

Multimedia effects during retrieval practice: Images that reveal the answer reduce vocabulary learning.

Investigating the underlying mechanisms of the enactment effect: The role of action–object bindings in aiding immediate memory performance

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