The potential effects of self-regulated study and memory retrieval on learning were investigated in a 2 x 2 within-subjects design. Participants studied and later were asked to recall Swahili-English word pairs in a cued-recall paradigm. The independent variables were Self-Regulation (whether participants could drop a word pair from the study list) and Memory Recall (whether participants were asked to generate the second member of a word pair during study). There was a main effect of Self-Regulation (learning increased when participants were unable to discard word pairs), no main effect for Memory Recall, and no significant interaction. The lack of a statistically significant result in the Memory Recall condition perhaps was due to inadvertent recall during the recognition task. Implications and future directions will be discussed.
"Self-Regulated Study and the Testing Effect: A Combined Investigation Regarding Material Retention,"
Colgate Academic Review:
Vol. 6, Article 14.
Available at: http://commons.colgate.edu/car/vol6/iss1/14