Testing the retrieval effort hypothesis: Does greater difficulty correctly recalling information lead to higher levels of memory?

By M. Pyc, Katherine A. Rawson. 2009

552 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Cognitive Neuroscience, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/4791d365c2089c3d7e0facf1c815976da1fc5af3

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In Cognitive Neuroscience

In Experimental and Cognitive Psychology

Citations in the corpus

The Testing Effect in the Psychology Classroom: A Meta-Analytic Perspective (2017, background): “Testing effects are larger following more difficult tests (e.g., Glover, 1989; Kang, McDermott, & Roediger, 2007) and following longer intervals between initial learning and testing (e.g., Karpicke & Roediger, 2007; Pyc & Rawson, 2009).”
When Is Practice Testing Most Effective for Improving the Durability and Efficiency of Student Learning? (2012, background): “…shorter intervals between practice tests holds for the timing of repeated tests within a session (e.g., Cull et al. 1996; Karpicke and Roediger 2007; Pashler et al. 2003; Pyc and Rawson 2009) as well as for the time intervals between learning sessions (e.g., Bahrick 1979; Cepeda et al. 2008).”
Learning mathematics through algorithmic and creative reasoning (2014, background): “…several studies have shown that more ‘struggle’ in erms of more effortful retrieval is effective for later performances on subsequent tasks (e.g., Pyc & Rawson, 2009); these are results that have also been translated and proven effective in teaching (e.g., Carpenter, Pashler, & Cepeda, 2009;…”
Self-regulated learning: beliefs, techniques, and illusions. (2013, background): “Moreover, when using flashcards, they reported that they would continue until they had correctly recalled a response three or more times, which does, in fact, yield much better retention of vocabulary compared to recalling a response only once (Pyc & Rawson 2009, Vaughn & Rawson 2011).”
Individual differences in the effects of retrieval from long-term memory (2012, methodology): “With respect to the testing effect, the cued-recall paradigm has been fruitful for exploring the cognitive processes underlying retrieval benefits (Carpenter, Pashler, & Vul, 2006; Izawa, 1967; Pyc & Rawson, 2009).”
Quizzing in Middle-School Science: Successful Transfer Performance on Classroom Exams (2013, unknown): “On some accounts, the retrieval difficulty of the initial test items determines the potency of the testing effect (Gardiner, Craik, & Bleasdale, 1973; McDaniel & Masson, 1985; Pyc & Rawson, 2009; Rohrer et al., 2010).”
EFFECTS OF EXPANDING AND EQUAL SPACING ON SECOND LANGUAGE VOCABULARY LEARNING (2015, background): “The retrieval effort hypothesis (Pyc & Rawson, 2009 ) states that the degree to which a successful retrieval enhances memory increases with the diffi culty of the retrieval practice.”
Retrieval Practice & Bloom’s Taxonomy: Do Students Need Fact Knowledge Before Higher Order Learning? (2019, background): “Furthermore, difficult retrieval practice may benefit delayed test performance to a greater extent than easier retrieval practice (Bjork, 1994; Gardiner, Craik, & Bleasdale, 1973; Pyc & Rawson, 2009).”
How Retrieval Attempts Affect Learning: A Review and Synthesis (2016, background): “In addition to the desirable difficulties framework (eg, Bjork, 1994, 1999) and the new theory of disuse (eg, Bjork & Bjork, 2011), the retrieval effort hypothesis (REH; see Pyc & Rawson, 2009) also states that retrieval effort is a moderator of retrieval practice benefits.”
Not New, but Nearly Forgotten: the Testing Effect Decreases or even Disappears as the Complexity of Learning Materials Increases (2015, background): “Second, when learning paired associates, it has been suggested that testing may strengthen memory traces (although there is debate about the mechanisms by which this process occurs; see, e.g., Carpenter 2009; Karpicke et al. 2014b; Kornell et al. 2015; Pyc and Rawson 2009, 2010, 2012).”
Metacognition About Practice Testing: a Review of Learners’ Beliefs, Monitoring, and Control of Test-Enhanced Learning (2020, background): “…of testing for memory are larger when using longer versus shorter lags between practice trials or sessions for a particular to-be-learned item (e.g., Pyc and Rawson 2009), but students do not report understanding or implementing longer lags between material they are studying with flashcards…”