Retrieval Practice and Spacing Effects in Young and Older Adults: An Examination of the Benefits of Desirable Difficulty

摘要

The present study examined how the function relating continued retrieval practice (e.g., 1, 3, or 5 tests) and long-term memory retention is modulated by desirable difficulty (). Of particular interest was how retrieval difficulty differed across young and older adults and across manipulations of lag (Experiment 1) and spacing (Experiment 2). To extend on previous studies, acquisition phase response latency was used as a proxy for retrieval difficulty, and analysis of final test performance was conditionalized on acquisition phase retrieval success to more directly examine the influence of desirable difficulty on retention. Results from Experiment 1 revealed that continued testing in the short lag condition led to consistent increases in retention, whereas continued testing in the long lag condition led to increasingly smaller benefits in retention for both age groups. Results from Experiment 2 revealed that repeated spaced testing enhanced retention relative to taking one spaced test for both age groups; however, repeated massed testing only enhanced retention over taking one test for young adults. Across both experiments, the response latency results were overall consistent with an influence of desirable difficulty on retention. Discussion focuses on the role of desirable difficulty during encoding in producing the benefits of lag, spacing, and testing.