Retrieval (sometimes) enhances learning: Performance pressure reduces the benefits of retrieval practice

Scott R. Hinze*, David Neil Rapp

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

48 Scopus citations

Abstract

Academic testing has received substantial support as a useful educational activity with robust retention benefits, given that tests can promote retrieval practice. However, testing can also instantiate performance-related pressure and anxiety that may misappropriate the resources responsible for producing learning benefits. The current project examined the effects of performance pressure on retrieval practice. In two experiments, we instantiated performance pressure with either high-stakes or low-stakes quizzes, and assessed memory and comprehension of content on both quizzes and final tests. Quiz performance was equivalent under high-stakes and low-stakes conditions, demonstrating that learners adapted to high-pressure quizzes. However, final test performance was better after low-stakes versus high-stakes quizzes, and only low-stakes quizzes led to a performance advantage over a rereading control group. Participants additionally exhibited some sensitivity to the difficulty of retrieving under pressure. These data highlight the benefits of retrieval practice but indicate that they can be disrupted under pressure-driven conditions.

Original languageEnglish (US)
Pages (from-to)597-606
Number of pages10
JournalApplied Cognitive Psychology
Volume28
Issue number4
DOIs
StatePublished - 2014

ASJC Scopus subject areas

  • Experimental and Cognitive Psychology
  • Developmental and Educational Psychology
  • Arts and Humanities (miscellaneous)

Fingerprint

Dive into the research topics of 'Retrieval (sometimes) enhances learning: Performance pressure reduces the benefits of retrieval practice'. Together they form a unique fingerprint.

Cite this