Testing potentiates new learning across a retention interval and a lag: A strategy change perspective

Date
2018-10-01
Authors
Chan, Jason
Manley, Krista
Davis, Sara
Szpunar, Karl
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Altmetrics
Authors
Chan, Jason
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Research Projects
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Psychology
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Abstract

Practicing retrieval on previously studied materials can potentiate subsequent learning of new materials. In four experiments, we investigated the influence of retention interval and lag on this test-potentiated new learning (TPNL) effect. Participants studied four word lists and either practiced retrieval, restudied, or completed math problems following Lists 1–3. Memory performance on List 4 provided an estimate of new learning. In Experiments 1 and 2, participants were tested on List 4 after either a 1 min or 25 min retention interval. In Experiments 3 and 4, participants took at 25 min break before studying List 4. A TPNL effect was observed in all experiments. To gain insight into the mechanism that may underlie TPNL, we analyzed the extent to which participants organized their recall from list to list. Relative to restudy and math, testing led to superior semantic organization across lists. Our results support a strategy change account of TPNL.

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This is a manuscript of an article published as Chan, Jason CK, Krista D. Manley, Sara D. Davis, and Karl K. Szpunar. "Testing potentiates new learning across a retention interval and a lag: A strategy change perspective." Journal of Memory and Language 102 (2018): 83-96. DOI: 10.1016/j.jml.2018.05.007. Posted with permission.

Keywords
Retrieval practice, New learning, Test-potentiated learning, Forward testing effect, Relational processing, Strategy change
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