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Providing Corrective Feedback During Retrieval Practice Does Not Increase Retrieval-Induced Forgetting
Journal of Cognitive Psychology
  • Matthew R. Erdman, Iowa State University
  • Jason C.K. Chan, Iowa State University
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Recalling a subset of studied materials can impair subsequent retrieval of related, nontested materials. In two experiments, we examined the influence of providing corrective feedback (no feedback, immediate feedback, delayed feedback) during retrieval practice on this retrieval-induced forgetting effect. Performance was assessed with category cued recall (e.g., recall all exemplars studied under Weather), category-and-stem cued recall (e.g., Weather–B___), and recognition. We report a dissociation between the effects of feedback on memory of the tested materials and the nontested materials. Whereas providing immediate or delayed feedback (compared to no feedback) improved recall and recognition of the tested items, it had no influence on retrieval-induced forgetting. These results are consistent with the inhibition account of retrieval-induced forgetting. From an applied perspective, this finding is encouraging for students and educators who use testing to foster learning.

This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Cognitive Psychology on 2013, available online: http://

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Chan, et al.
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Matthew R. Erdman and Jason C.K. Chan. "Providing Corrective Feedback During Retrieval Practice Does Not Increase Retrieval-Induced Forgetting" Journal of Cognitive Psychology Vol. 25 Iss. 6 (2013) p. 692 - 703
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