{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/78542"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/78542","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"A role for reconsolidation in the testing effect","abstract":"The act of recalling information from memory results in a higher probability of successfully remembering that information later than does an additional study opportunity. This testing effect is both powerful and well documented, yet there are only a few suggestions for why testing benefits memory. The three existing theoretical positions that have often been brought to bear on the testing effect are the desirable difficulties hypothesis, the semantic mediator hypothesis, and transfer-appropriate processing hypothesis. Recently, a new explanation for why the testing effect may occur has been put forth based on the idea of reconsolidation. Following results in the neuroscience of animal learning and human learning, the reconsolidation hypothesis assumes the act of retrieval renders the original memory for the retrieved event more malleable than a re-study opportunity. We expand on this hypothesis, proposing that this malleability results in a “generalized” contextual trace that includes elements of the original study episode and of the circumstances of testing. If the final criterion test is performed in a different context, then this more generalized context engenders a higher probability of successful recall. In the current experiments, we evaluate two predictions derived from this hypothesis. The first is that individuals may lose details of the original study context following retrieval practice (Experiment 1a, 1b, and 2). Second, there should be more interference between the original study context and a retrieval practice context than during the original study context and a restudy context (Experiment 3). The results did not support these predictions and thus do not support the reconsolidation hypothesis.","abstract_html":"The act of recalling information from memory results in a higher probability of successfully remembering that information later than does an additional study opportunity. This testing effect is both powerful and well documented, yet there are only a few suggestions for why testing benefits memory. The three existing theoretical positions that have often been brought to bear on the testing effect are the desirable difficulties hypothesis, the semantic mediator hypothesis, and transfer-appropriate processing hypothesis. Recently, a new explanation for why the testing effect may occur has been put forth based on the idea of reconsolidation. Following results in the neuroscience of animal learning and human learning, the reconsolidation hypothesis assumes the act of retrieval renders the original memory for the retrieved event more malleable than a re-study opportunity. We expand on this hypothesis, proposing that this malleability results in a “generalized” contextual trace that includes elements of the original study episode and of the circumstances of testing. If the final criterion test is performed in a different context, then this more generalized context engenders a higher probability of successful recall. In the current experiments, we evaluate two predictions derived from this hypothesis. The first is that individuals may lose details of the original study context following retrieval practice (Experiment 1a, 1b, and 2). Second, there should be more interference between the original study context and a retrieval practice context than during the original study context and a restudy context (Experiment 3). The results did not support these predictions and thus do not support the reconsolidation hypothesis.","abstract_has_math":false,"creators":["Stanley, Sarah E"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"M.A.","degree_level":"Thesis","degree_discipline":"Psychology","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-07-22T22:18:05Z","date_published":"2015-07-22T22:18:05Z","updated_at":"2026-07-22T22:26:11Z","subjects":["Context","Memory","Testing","Effect","Reconsolidation"],"languages":["en"],"rights":["Copyright 2015 Sarah Stanley"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/78542","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Stanley, Sarah E"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-07-22T22:18:05Z","2015-05","2015-04-29","2015-5"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Context","Memory","Testing","Effect","Reconsolidation"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2015 Sarah Stanley"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/78542"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The act of recalling information from memory results in a higher probability of successfully remembering that information later than does an additional study opportunity. This testing effect is both powerful and well documented, yet there are only a few suggestions for why testing benefits memory. The three existing theoretical positions that have often been brought to bear on the testing effect are the desirable difficulties hypothesis, the semantic mediator hypothesis, and transfer-appropriate processing hypothesis. Recently, a new explanation for why the testing effect may occur has been put forth based on the idea of reconsolidation. Following results in the neuroscience of animal learning and human learning, the reconsolidation hypothesis assumes the act of retrieval renders the original memory for the retrieved event more malleable than a re-study opportunity. We expand on this hypothesis, proposing that this malleability results in a “generalized” contextual trace that includes elements of the original study episode and of the circumstances of testing. If the final criterion test is performed in a different context, then this more generalized context engenders a higher probability of successful recall. In the current experiments, we evaluate two predictions derived from this hypothesis. The first is that individuals may lose details of the original study context following retrieval practice (Experiment 1a, 1b, and 2). Second, there should be more interference between the original study context and a retrieval practice context than during the original study context and a restudy context (Experiment 3). The results did not support these predictions and thus do not support the reconsolidation hypothesis.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2015-07-22 without embargo terms","The student, Sarah Stanley, accepted the attached license on 2015-04-29 at 16:08.","The student, Sarah Stanley, submitted this Thesis for approval on 2015-04-29 at 16:23.","This Thesis was approved for publication on 2015-04-29 at 16:41.","DSpace SAF Submission Ingestion Package generated from Vireo submission #8180 on 2015-07-22 at 10:34:43","Made available in DSpace on 2015-07-22T22:18:05Z (GMT). No. of bitstreams: 3 STANLEY-THESIS-2015.pdf: 428228 bytes, checksum: cda3087c5adb98854876219e4d3d8482 (MD5) Master Thesis Sarah Stanley.docx: 219601 bytes, checksum: b31678e1776fb4972ec6907f0201ba41 (MD5) LICENSE.txt: 4210 bytes, checksum: 63a27c0965df6b528949dfd6579b573a (MD5) Previous issue date: 2015-04-29"]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["A role for reconsolidation in the testing effect"]}]}],"canonical_facts":{"dc:creator":["Stanley, Sarah E"],"dc:date":["2015-07-22T22:18:05Z","2015-05","2015-04-29","2015-5"],"dc:description":["The act of recalling information from memory results in a higher probability of successfully remembering that information later than does an additional study opportunity. This testing effect is both powerful and well documented, yet there are only a few suggestions for why testing benefits memory. The three existing theoretical positions that have often been brought to bear on the testing effect are the desirable difficulties hypothesis, the semantic mediator hypothesis, and transfer-appropriate processing hypothesis. Recently, a new explanation for why the testing effect may occur has been put forth based on the idea of reconsolidation. Following results in the neuroscience of animal learning and human learning, the reconsolidation hypothesis assumes the act of retrieval renders the original memory for the retrieved event more malleable than a re-study opportunity. We expand on this hypothesis, proposing that this malleability results in a “generalized” contextual trace that includes elements of the original study episode and of the circumstances of testing. If the final criterion test is performed in a different context, then this more generalized context engenders a higher probability of successful recall. In the current experiments, we evaluate two predictions derived from this hypothesis. The first is that individuals may lose details of the original study context following retrieval practice (Experiment 1a, 1b, and 2). Second, there should be more interference between the original study context and a retrieval practice context than during the original study context and a restudy context (Experiment 3). The results did not support these predictions and thus do not support the reconsolidation hypothesis.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2015-07-22 without embargo terms","The student, Sarah Stanley, accepted the attached license on 2015-04-29 at 16:08.","The student, Sarah Stanley, submitted this Thesis for approval on 2015-04-29 at 16:23.","This Thesis was approved for publication on 2015-04-29 at 16:41.","DSpace SAF Submission Ingestion Package generated from Vireo submission #8180 on 2015-07-22 at 10:34:43","Made available in DSpace on 2015-07-22T22:18:05Z (GMT). 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