| Abstract | Retrieval practice typically improves learning and memory performance of basic information (Rowland, 2014). Much less research has evaluated the degree to which retrieval practice results in better test performance of more complex information such as category learning. In one case, retrieval practice led to superior classification performance relative to restudy conditions (Jacoby et al., 2013); however, in another, it did not (Babineau et al., 2022). One important component that may contribute to retrieval practice effects in category learning is whether the learning process is self-regulated. We systematically explored this issue with the goal to establish when retrieval practice benefits learning of complex categorical information. In this experiment, students learned organic chemistry compounds by completing study or test trials. During learning, study order was controlled by the researcher (experimenter-controlled) or participant (self-regulated). As predicted, I found that classification performance was best when students completed test trials. Further, this testing benefit was unaffected by study order (researcher-controlled vs. self-regulated), and most students reported the belief that testing would be beneficial for their learning. The data from this experiment help establish effective ways for students to learn difficult material. |
