Dual-memory retrieval efficiency after practice: effects of strategy manipulations

The study investigated practice effects, instruction manipulations, and the associated cognitive architecture of dual-memory retrieval from a single cue. In two experiments, we tested predictions about the presence of learned parallelism in dual-memory retrieval within the framework of the set-cue b...

Full description

Saved in:
Bibliographic Details
Published in:Psychological research 2020-11, Vol.84 (8), p.2210-2236
Main Authors: Heidemann, Franziska, Rickard, Timothy C., Schubert, Torsten, Strobach, Tilo
Format: Article
Language:English
Subjects:
Adolescent
Adult
Behavioral Science and Psychology
Cognition
Cognitive ability
Cues
Female
Humans
Information processing
Learning
Male
Memory
Mental Recall
Original Article
Practice, Psychological
Psychology
Psychology Research
Teaching
Young Adult
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:The study investigated practice effects, instruction manipulations, and the associated cognitive architecture of dual-memory retrieval from a single cue. In two experiments, we tested predictions about the presence of learned parallelism in dual-memory retrieval within the framework of the set-cue bottleneck model. Both experiments included three experimental laboratory sessions and involved computerized assessments of dual-memory retrieval performance with strategy instruction manipulations. In Experiment 1, subjects were assigned to three distinct dual-task practice instruction groups: (1) a neutral instruction group without a specific direction on how to solve the task (i.e., neutral instruction), (2) an instruction to synchronize the responses (i.e., synchronize instruction), and (3) an instruction to use a sequential response style (i.e., immediate instruction). Results indicate that strategy instructions are able to effectively influence dual retrieval during practice. Mainly, the instruction to synchronize responses led to the presence of learned retrieval parallelism. Experiment 2 provided an assessment of the cognitive processing architecture of dual-memory retrieval. The results provide support for the presence of a structural bottleneck that cannot be eliminated by extensive practice and instruction manipulations. Further results are discussed with respect to the set-cue bottleneck model.
ISSN:0340-0727
1430-2772
DOI:10.1007/s00426-019-01217-y