Testing Potential Mechanisms Underlying Test-Potentiated New Learning

Autor/inn/en	Yang, Chunliang; Zhao, Wenbo; Luo, Liang; Sun, Bukuan; Potts, Rosalind; Shanks, David R.
Titel	Testing Potential Mechanisms Underlying Test-Potentiated New Learning
Quelle	In: Journal of Experimental Psychology: Learning, Memory, and Cognition, 48 (2022) 8, S.1127-1143 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yang, Chunliang) ORCID (Sun, Bukuan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0278-7393
DOI	10.1037/xlm0001021
Schlagwörter	Cognitive Processes; Learning Processes; Memory; Retention (Psychology); Interference (Learning); Foreign Countries; College Students; Recall (Psychology); China + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Learning process; Lernprozess; Gedächtnis; Merkfähigkeit; Ausland; Collegestudent; Abberufung
Abstract	An emerging body of studies demonstrates that practicing retrieval of studied information, by comparison with restudying or no treatment, can facilitate subsequent learning and retrieval of new information, a phenomenon termed the 'forward testing effect' (FTE) or 'test-potentiated new learning." Several theoretical explanations have been proposed to account for the FTE. A release-from-PI theory proposes that interpolated testing induces context changes and enhances event segregation, which in turn protect new learning from proactive interference (PI). A strategy-change view hypothesizes that prior tests teach learners to adopt more effective/elaborative learning and retrieval strategies in subsequent study and test phases. Finally, a reset-of-encoding account proposes that interim testing on studied information reduces memory load, resets the subsequent encoding process, and enhances encoding of new information. The current study recruited a large sample (over 1,000 participants) and employed a multilist learning task and mediation analyses to test these theories. The results suggest that prior list intrusions (an index of PI) significantly mediated the FTE, supporting the release-from-PI theory. In addition, interim testing enhanced strategic processing of temporal information during new learning (reflected by increased clustering), and temporal clustering significantly mediated the FTE, supporting a role for strategy-change in the FTE. Lastly, a variety of indices were constructed to represent the benefit of reset-of-encoding, but none of them provided evidence supporting the reset-of-encoding view. The results shed new light on the complex mechanisms underlying the forward benefits of testing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01