Jönsson, F. & Kubik, V.
Department of psychology, Stockholm University
A combination of study and memory testing trials during learning is sometimes more beneficial for final recall performance than repeated study only (i.e., the testing effect), and in particular it seems to decrease the rate of forgetting over time. Previous research has almost exclusively demonstrated the testing effect with an overt testing procedure. In a learning session we let three groups (Study/Overt/Covert) of 20 participants study 40 paired associates three times. The Study group only did this. The Overt and Covert testing groups also performed three cued recall tests where they were shown the first word in a pair and should generate the second. The Overt group entered their response on the keyboard, whereas the Covert group was instructed to covertly retrieve the item. Final cued recall tests were given 15 minutes and 1 week later. As measured in terms of the rate of forgetting between the first and the second final recall test, the Overt group forgot significantly less information over a week than the two other groups, which did not differ. This demonstrates that the overt testing procedure is required for testing to effectively mitigate forgetting.