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ISSN : 1226-9654

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Vol.23 No.4

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The importance of re-learning after retrieval induction in a paired-associate task

The Korean Journal of Cognitive and Biological Psychology / The Korean Journal of Cognitive and Biological Psychology, (P)1226-9654; (E)2733-466X
2011, v.23 no.4, pp.565-581
https://doi.org/10.22172/cogbio.2011.23.4.006


& (2011). The importance of re-learning after retrieval induction in a paired-associate task. The Korean Journal of Cognitive and Biological Psychology, 23(4), 565-581, https://doi.org/10.22172/cogbio.2011.23.4.006

Abstract

Recently, there have been several attempts to apply the results of theoretical research on memory processes in actual learning settings. One such attempt is the promotion of learning via retrieval or testing. Learning via retrieval occurs when one is forced to retrieve memorized information. For example, in a task where participants are asked to memorize cue-target pairs, learning is enhanced when only the cues are displayed during half of the learning session, inducing retrieval, and then the cue-target pairs are shown together, rather than when the cue-target pairs are displayed together throughout the session. One explanation for the memory enhancement effect of retrieval is that memory retrieval forces the learner to produce the answers and modify one's errors. The current study sought to examine such error modification processes as well as the importance of re-learning after retrieval induction by carrying out five experiments with college students. Experiment 1 was performed to replicate the findings of previous research. Then retrieval was induced and the conditions for re-learning was manipulated in two different ways. In Experiment 2, only the cue was displayed first, and then only the target was displayed in the experimental condition and the cue-target pairs were displayed together in the control. In Experiment 3, the cue was displayed first, and two conditions were compared: one in which the cue-target pairs were displayed longer and one in which the pairs were displayed for a shorter amount of time. In both experiments, performance increased when the conditions were better for re-learning. In Experiment 4, we found that there was no difference in performance when the retrieval induction time was different but the re-learning time was the same. In Experiment 5, when the re-learning time was short, the performance of retrieval induction condition was lower than that of the condition where learning took place without retrieval induction. These results suggest that in pair association learning tasks, not only retrieval induction but sufficient re-learning is an important factor in promoting memory performance.

keywords
인출, 재학습, 쌍대연합과제, 기억, retrieval, re-learning, paired-associate learning, memory

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