Publications

Abstract

Carpenter, S., Pashler, H., & Vul, E (2007). What Types of Learning are Enhanced by a Cued Recall Test? Psychonomic Bulletin & Review , 13, 826 -830.

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In 2 experiments we investigated what types of learning benefit from a cued recall test. After initial exposure to a word pair (A + B), subjects experienced an intervening cued recall test (A - ?) with feedback, or a re-study presentation (A - B). The final test could be cued recall in the same direction (A - ?) or the opposite direction (? - B), or free recall of just the cues (Recall As) or just the targets (Recall Bs). All final tests revealed a benefit of testing over re-studying. Tests produced a direct benefit for the information that was retrieved on the intervening test (B), but also “spilled over” to facilitate recall of information that was present on the test but was not retrieved (A). Both theoretical and practical implications are discussed.