Exploring the effect of testing on forgetting in vocabulary learning: An examination of the bifurcation model

• Published in: Journal of cognitive psychology (Hove, England) England), 2020-02, Vol.32 (2), p.214-228
• Main Authors: Mundt, Daria, Abel, Roman, Hänze, Martin
• Format: Article
• Language: English
• Subjects: Bifurkationstheorie; Einfluss; Erinnerung; feedback; Gedächtnis; Leistungsmessung; memory strength; Retrieval practice; Test; test-delay interaction; vocabulary learning; Vokabellernen
• ISSN: 2044-592X; 2044-5911; 2044-592X
• DOI: 10.1080/20445911.2020.1733584

Research on the testing effect demonstrated a stronger decrease in performance for repeated studying compared to repeated testing. The bifurcation model attributes this test-delay interaction to different distributions of item memory strength. The present study tested the assumptions of the bifurcation model for learning foreign language vocabulary. [The authors] hypothesised an elimination or reduction of the interaction in a test/feedback condition because feedback prevents the bifurcation of item memory strength. [Their] experiment based on a 3 (Learning Method within: Test, test/feedback, copy) × 3 (Retention Interval between: Immediate, 1-week, 2-weeks) mixed factorial design with a sample of N = 122. The greatest long-term retention was achieved in the test/feedback condition. The bifurcation model was supported by a reduced test-delay interaction for the test/feedback condition. Further evidence for the bifurcation model is needed as interpretations on the dropout rates of items with different recall success were limited due to a floor effect. (Orig.).