The Beneficial Effects of Testing for Long-term Memory: The Role of Emotions

• Applicant: Professor Dr. Christof Kuhbandner
• Subject Area: General, Cognitive and Mathematical Psychology ; Developmental and Educational Psychology
• Term: from 2015 to 2018
• Project identifier: Deutsche Forschungsgemeinschaft (DFG) - Project number 274232162

Numerous recent studies have shown that to be tested on learned materials is a powerful way to improve long-term memory. In particular, it has been demonstrated that testing promotes better long-term retention than restudying the same material. In view of such findings, it has been recommended that the number of tests in education should be increased because frequent testing may boost students' achievement. However, it is currently unknown whether the effectiveness of testing in enhancing long-term retention is influenced by the emotions experienced during learning or testing. This is even more surprising, given that emotional effects on information processing have been demonstrated throughout the processing system, and given that emotions are ubiquitous in educational settings. The aim of the proposed project is to reduce this research deficit. To this end, we pursue three specific objectives: We investigate whether the effects of a test on long-term memory is influences (1) by the emotional state experienced during testing, (2) by the emotional state experienced during initial learning, and (3) by the emotional significance of learning materials. To examine these issues, six experiments are conducted in which both the emotional state during learning and testing and the emotional content of learning materials is manipulated, and the effects of these manipulations on long-term memory measured. The results will provide first insight into the influence of emotions on the effectiveness of testing in enhancing long-term memory.

• DFG Programme: Research Grants