Less Constrained Practice Tests Enhance the Testing Effect for Item Memory but Not Context Memory

Abstract

Abstract Research shows that retrieval practice, compared with restudying, improves memory for previously learned information (i.e., testing effect); however, less work has examined testing effects for context memory (i.e., memory for associated details encountered at study). The present investigation examines the extent to which giving less information (i.e., fewer constraints) on a practice test improves item and context (source and font color) memory on a final test. Participants studied highly associated word pairs in red or green font. Participants were then shown the word pairs in a lower-constraint practice test (e.g., “brief-____”), higher-constraint practice test (e.g., “open-coels”), or restudy condition (e.g., “blaze-fire”). Results showed better item memory in the lower-constraint test than in both the higher-constraint test and restudy, but there was no difference for context memory across conditions. These findings demonstrate that using a less constrained practice test can increase the effectiveness of this learning strategy, but benefits may not transfer to contextual details.