Lower Constraint Testing Enhances the Testing Effect for Some Contextual Details but Not Others

Introduction: Retrieval practice has been shown to be an effective means of learning new information, a memory phenomenon known as the testing effect or the retrieval practice effect. Some work suggests that the magnitude of the testing effect can be enhanced when the test used for retrieval practice uses fewer cues to retrieve previously studied information. It is unclear, however, whether such testing benefits extend to peripheral contextual details associated with studied materials (e.g., location where stimuli appear, font color in which items are presented, etc.). In this experiment, we examine both item memory (i.e., memory for the studied items) and context memory under conditions where the intervening test offers fewer cues (i.e., lower constraint) compared to more cues (higher constraint) to better understand item and context memory testing effects.

Methods: Participants first studied word pairs presented in one of eight locations as well as in either red or green font color. Then, in the re-exposure phase, participants processed materials in two types of intervening tests (lower constraint and a higher constraint test) as well as in a restudy condition, before a final memory test.

Results: For item memory, results showed that memory was better in the lower constraint testing condition compared to both the higher constraint testing condition as well as the restudy (control) condition. For context memory, results indicated improved memory for location context under lower constraint testing compared to both higher constraint testing and restudy conditions. There was no difference in memory, however, for color context across all conditions.

Conclusion: Overall, these findings suggest that providing fewer cues to aid retrieval in the intervening test can induce better memory for both items as well as some contextual details.