Dataset Information

Response Format, Not Semantic Activation, Influences the Failed Retrieval Effect.

ABSTRACT: In educational settings, tests are mainly used to measure the extent to which learners' knowledge and skill have been acquired. However, the act of taking a test also promotes learning itself. In particular, making errors on tests (i.e., searching for erroneous information) promotes learning. This is called the "failed retrieval effect" (FRE) and has been the subject of considerable study. Previous research shows that enhanced learning does not occur if feedback correcting an error is delayed. This is attributed to the relative absence of activated information. In this study, we manipulated both the amount of information to be retrieved prior to learning and the delay time until feedback is given to investigate their effects on learning. As a result, even when multiple incorrect answers were given to increase the degree of semantic activation, learning was not promoted beyond that found with traditional procedures that rely on only one incorrect response. The timing of feedback (immediate, short-delay, long-delay) also did not impact FRE. However, the manipulation of response format for erroneous information resulted in degraded performance when responses were typed and feedback was delayed. Based on this result, we suggested that the failed retrieval effect was not affected by semantic activation at the time of retrieval but was affected by response format. Moreover, the processing necessary for typing may affect FRE under the delayed feedback condition.

SUBMITTER: Tanaka S

PROVIDER: S-EPMC6459060 | biostudies-literature | 2019

REPOSITORIES: biostudies-literature

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Response Format, Not Semantic Activation, Influences the Failed Retrieval Effect.

Tanaka Saeko S Miyatani Makoto M Iwaki Nobuyoshi N

Frontiers in psychology 20190404

In educational settings, tests are mainly used to measure the extent to which learners' knowledge and skill have been acquired. However, the act of taking a test also promotes learning <i>itself</i>. In particular, making errors on tests (i.e., searching for erroneous information) promotes learning. This is called the "failed retrieval effect" (FRE) and has been the subject of considerable study. Previous research shows that enhanced learning does not occur if feedback correcting an error is del ...[more]

PMID: 31019476

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Project description:Memories compete for retrieval when they are related to a common retrieval cue. Previous research has shown that retrieval of a target memory may lead to subsequent retrieval-induced forgetting (RIF) of currently irrelevant competing memories. In the present study, we investigated the time course of competitive semantic retrieval and examined the neurocognitive mechanisms underlying RIF. We contrasted two theoretical accounts of RIF by examining a critical aspect of this memory phenomenon, namely the extent to which it depends on successful retrieval of the target memory. Participants first studied category-exemplar word-pairs (e.g. Fruit-Apple). Next, we recorded electrophysiological measures of brain activity while the participants performed a competitive semantic cued-recall task. In this task, the participants were provided with the studied categories but they were instructed to retrieve other unstudied exemplars (e.g. Fruit-Ma__?). We investigated the event-related potential (ERP) correlates of retrieval success by comparing ERPs from successful and failed retrieval trials. To isolate the ERP correlates of continuous retrieval attempts from the ERP correlates of retrieval success, we included an impossible retrieval condition, with incompletable word-stem cues (Drinks-Wy__) and compared it with a non-retrieval presentation baseline condition (Occupation-Dentist). The participants' memory for all the studied exemplars was tested in the final phase of the experiment. Taken together, the behavioural results suggest that RIF is independent of target retrieval. Beyond investigating the mechanisms underlying RIF, the present study also elucidates the temporal dynamics of semantic cued-recall by isolating the ERP correlates of retrieval attempt and retrieval success. The ERP results revealed that retrieval attempt is reflected in a late posterior negativity, possibly indicating construction of candidates for completing the word-stem cue and retrieval monitoring whereas retrieval success was reflected in an anterior positive slow wave.

Project description:BackgroundClinical vignettes have been used widely to compare quality of clinical care and to assess variation in practice, but the effect of different response formats has not been extensively evaluated. Our objective was to compare three clinical vignette-based survey response formats - open-ended questionnaire (A), closed-ended (multiple-choice) questionnaire with deceptive response items mixed with correct items (B), and closed-ended questionnaire with only correct items (C) - in rheumatologists' pre-treatment assessment for tumor-necrosis-factor (TNF) blocker therapy.MethodsStudy designProspective randomized study.SettingRheumatologists attending the 2004 French Society of Rheumatology meeting. Physicians were given a vignette describing the history of a fictitious woman with active rheumatoid arthritis, who was a candidate for therapy with TNF blocking agents, and then were randomized to receive questionnaire A, B, or C, each containing the same four questions but with different response formats, that asked about their pretreatment assessment.MeasurementsLong (recommended items) and short (mandatory items) checklists were developed for pretreatment assessment for TNF-blocker therapy, and scores were expressed on the basis of responses to questionnaires A, B, and C as the percentage of respondents correctly choosing explicit items on these checklists.Statistical analysisComparison of the selected items using pairwise Chi-square tests with Bonferonni correction for variables with statistically significant differences.ResultsData for all surveys distributed (114 As, 118 Bs, and 118 Cs) were complete and available for analysis. The percentage of questionnaire A, B, and C respondents for whom data was correctly complete for the short checklist was 50.4%, 84.0% and 95.0%, respectively, and was 0%, 5.0% and 5.9%, respectively, for the long version. As an example, 65.8%, 85.7% and 95.8% of the respondents of A, B, and C questionnaires, respectively, correctly identified the need for tuberculin skin test (p < 0.0001).ConclusionIn evaluating clinical practice with use of a clinical vignette, a multiple-choice format rather than an open-ended format overestimates physician performance. The insertion of deceptive response items mixed with correct items in closed-ended (multiple-choice) questionnaire failed to avoid this overestimation.

Dataset Information

Response Format, Not Semantic Activation, Influences the Failed Retrieval Effect.

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Response Format, Not Semantic Activation, Influences the Failed Retrieval Effect.

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