Controlling retrieval during practice: Implications for memory-based theories of automaticity

Memory-based processing theories of automaticity assume that shifts from algorithmic to retrieval-based processing underlie practice effects on response times. The current work examined the extent to which individuals can exert control over the involvement of retrieval during skill acquisition and the factors that may influence control. In two experiments, participants performed alphabet arithmetic verification in an initial practice session followed by a test session after seven days. Retrieval use during practice was lower for participants instructed to perform the task as accurately as possible than for participants instructed to perform the task as quickly as possible. The presence of novel items also reduced retrieval use. Of secondary interest, differential use of retrieval during practice had no significant effect on later performance during test. Results suggest that memory-based processing theories need to include a top-down control mechanism for the involvement of retrieval during skill acquisition, and we discuss ways in which theories may be modified to accommodate the current results.

► We studied learners’ control over the use of retrieval during skill acquisition.
► In two experiments, participants performed alphabet arithmetic verification.
► Retrieval use lower for accuracy group than for speed group.
► We discuss ways in which theories may be modified to accommodate the current results.