Zachary Buchin

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Union College · Psychology

Memory retrieval affects subsequent memory in both positive (e.g., the testing effect) and negative (e.g., retrieval-induced forgetting [RIF]) ways, and can be contrasted with other forms of memory modification (e.g., study-based encoding). Divided attention substantially impairs study-based encoding but has a modest effect on retrieval. What of th...

It is commonly claimed that higher domain knowledge enhances new learning—the knowledge-is-power hypothesis. However, a recent meta-analysis (Simonsmeier et al., 2022) has challenged this idea, finding no overall relationship between prior knowledge and new learning across hundreds of highly variable effect sizes. The authors note that this variabi...

There is substantial interest in the extent to which the testing effect extends to more complex forms of learning, especially those entailing greater element interactivity. Transitive inference (TI) requires just such interactivity, in which information must be combined across multiple learning elements or premises to extract an underlying structur...

Retrieval practice typically benefits later memory more than restudy (i.e., the testing effect). The benefits of retrieval-based learning generalize across a range of materials and contexts, leading many cognitive scientists to advocate for broad educational implementation. However, educators and practitioners call for more research on factors crit...

Memory retrieval not only reveals but can also change memory, as shown by direct and indirect (e.g., forward) testing effects. Three experiments examined the testing effect with free recall, with respect to attention, organization and forward testing effects. In Experiment 1, participants learned two categorized word lists, one followed by retrieva...

Memory retrieval affects subsequent memory in ways both positive (e.g., the testing effect) and negative (e.g., retrieval-induced forgetting, RIF). The changes to memory that retrieval produces can be thought of as the encoding consequences of retrieval, examined here with respect to attention. In three experiments, participants first studied categ...

Retrieval enhances subsequent memory more than restudy (i.e., the testing effect), demonstrating the encoding (or reencoding) effects of retrieval. It is important to delineate the nature of the encoding effects of retrieval especially in comparison to traditional encoding processes. The current study examined if the level of retrieval, analogous t...

The testing effect is 1 of several memory effects moderated by experimental design, such that the effect on free recall is larger in a mixed-list than pure-list design (Mulligan, Susser, & Smith, 2016). The current experiments assess hypotheses regarding why this pattern is found. Three extant accounts of design effects (Nguyen & McDaniel, 2015) ar...

In educational settings, tests are typically used to assess learning. However, research has also shown that tests can enhance retention, often to a greater degree than restudying (i.e., the testing effect). Understanding how these encoding effects of retrieval differ from other forms of encoding is important for applications of the testing effect....

Retrieving from memory both reveals as well as modifies memory. It is important to understand how these encoding effects of retrieval differ from other forms of encoding. One possible difference relates to attention: divided attention is well known to disrupt memory encoding but typically has much less impact on memory retrieval. However, less is k...

Compared to restudying, retrieval practice has often been found to enhance memory (the testing effect). However, it has been proposed that materials with high element interactivity may not benefit from retrieval practice. Transitive inference (TI) requires just such interactivity, in which information must be combined across multiple learning eleme...

The generation effect is moderated by experimental design, as are a number of other encoding variables, such that the generation effect recall is typically larger in mixed-list than pure-list designs. In typical experiments on design effects, each study list is followed by its own recall test. Rowland, Littrell-Baez, Sensenig, and DeLosh (2014) fou...

Predictions of future memory are often influenced by the ease or fluency of processing information. Susser and Mulligan (2015) recently demonstrated that motoric fluency (of writing with the dominant or non-dominant hand) may likewise affect these predictions. In the present study, we report five experiments that specify the locus of this motoric f...

Memory retrieval often enhances later memory compared with restudying (i.e., the testing effect), indicating that retrieval does not simply reveal but also modifies memory representations. Dividing attention (DA) during encoding greatly disrupts later memory performance while DA during retrieval typically has modest effects-but what of the memory-m...

We tested the specificity of human face search efficiency by examining whether there is a broad window of detection for various face-like stimuli—human and animal faces—or whether own-species faces receive greater attentional allocation. We assessed the strength of the own-species face detection bias by testing whether human faces are located more...