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| Encoding and retrieval in the retrieval practice effect： Opposition or integration? |
| LIAO Chenchen, ZHANG Jinkun |
| School of Psychology, Fujian Normal University, Fuzhou 350108 |
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Abstract Retrieving learning materials produce greater memory retention than repeated study in the same amount of time, which is referred to as Retrieval Practice Effect （RPE）. The elaborative retrieval account proposes that RPE is due to the semantic activation of information during retrieval. Whereas the episodic context account assumes that the reinstatement and updated context enhances subsequent recall. The article discussed evidences of these accounts at the behavioral and neural levels, and pointed out that encoding and retrieval are not completely opposed in RPE. Instead, they are possible to integrate with each other. Future work could further clarify the episodic context account, and researchers may use neurocognitive technique to investigate whether there is an interaction between semantic elaboration and context reinstatement during retrieval, they can also expand learning materials and recording methods in neurocognitive studies.
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