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The testing effect (also known as retrieval practice, active recall, practice testing, or test-enhanced learning) [1] [2] [3] suggests long-term memory is increased when part of the learning period is devoted to retrieving information from memory. [4] It is different from the more general practice effect, defined in the APA Dictionary of ...
By comparing the recall for Rp- and NRp items, the experiment showed a 13% RIF effect. Retrieval-induced forgetting ( RIF) is a memory phenomenon where remembering causes forgetting of other information in memory. The phenomenon was first demonstrated in 1994, although the concept of RIF has been previously discussed in the context of retrieval ...
Studies have shown that an effective tool to increase encoding during the process of learning is to create and take practice tests. Using retrieval in order to enhance performance is called the testing effect, as it actively involves creating and recreating the material that one is intending to learn and increases one’s exposure to it.
The spacing effect demonstrates that learning is more effective when study sessions are spaced out. This effect shows that more information is encoded into long-term memory by spaced study sessions, also known as spaced repetition or spaced presentation, than by massed presentation ("cramming"). The phenomenon was first identified by Hermann ...
The development of an effective retrieval structure that makes it easier to access information that has been stored in long-term memory is facilitated by using repeated retrieval practice. [21] Testing effect occurs because of the development of an adequate retrieval structure. [ 21 ]
Forgetting curve. A representation of the forgetting curve showing retained information halving after each day. The forgetting curve hypothesizes the decline of memory retention in time. This curve shows how information is lost over time when there is no attempt to retain it. [ 1] A related concept is the strength of memory that refers to the ...
The testing effect occurs when long-term memory is improved by retrieving to-be-remembered information, as occurs when a person takes a test. Rawson has explored effects of retrieval difficulty by varying the interval between tests and the difficulty of test questions.
Transfer-appropriate processing (TAP) is a type of state-dependent memory specifically showing that memory performance is not only determined by the depth of processing (where associating meaning with information strengthens the memory; see levels-of-processing effect), but by the relationship between how information is initially encoded and how it is later retrieved.