A novel event improves memory retrieval and divergent thinking in a naturalistic school environment

Abstract

Stored memories are useless unless they are available for retrieval. Thus, investigating different ways to modulate retrieval is crucial. Novelty has been extensively studied as a modulator of memory. In this study, we investigated whether exposure to a novel event, an innovative neuroscience lesson, can enhance memory retrieval and divergent thinking in high school students. Across three experiments, we assessed the timing and mechanisms underlying these effects. In experiment 1, we found that memory retrieval was enhanced when the novel lesson occurred immediately before a memory test, but not when it was presented one hour earlier. In experiment 2, we found that the same immediate novelty exposure improved divergent thinking performance. Finally, in experiment 3, we explored potential shared mechanisms using a competition protocol and revealed that novelty improved divergent thinking regardless of its timing relative to memory retrieval. However, memory retrieval benefited only when tested immediately before the divergent thinking task. These results suggest that novelty boosts both memory retrieval and divergent thinking, but through partially distinct mechanisms. Our findings demonstrate that a simple, real-world classroom intervention can effectively enhance key cognitive functions in students. Significance StatementStored memories are only valuable if they can be retrieved, and memory retrieval plays a key role in creative thinking. Here, we tested whether a simple, novel event, a neuroscience lesson, could enhance memory retrieval and creative thinking in a real-world classroom setting. We found that novelty improved both memory retrieval and divergent thinking, an aspect of creative thinking, when presented immediately before the task. Finally, we revealed a non-reciprocal competition effect between memory retrieval and divergent thinking. These findings highlight a practical, low-cost intervention to boost key cognitive functions in students, demonstrating that brief, well-timed novel experiences can support both learning and creative thinking in educational environments.