Campus Units

Psychology

Document Type

Article

Publication Version

Accepted Manuscript

Publication Date

12-2020

Journal or Book Title

Journal of Memory and Language

Volume

115

First Page

104150

DOI

10.1016/j.jml.2020.104150

Abstract

Performing retrieval practice of previously studied material can enhance subsequent learning of new material. This potentiating effect of interpolated testing has been extensively investigated in multi-list learning paradigms. However, extant studies in this literature have manipulated interpolated testing in a binary manner, such that participants either took a test after every list or they are not tested until the final list. In reality, when students prepare for an exam, they are unlikely to test themselves consistently at regular intervals. Therefore, a critical question is whether interpolated testing would potentiate new learning when interpolated testing stops but encoding continues. In four experiments, we compared memory performance across participants who received an interpolated test after every list, received no interpolated tests, or received interpolated tests during only the early lists. Results showed that retrieval enhanced new learning even when testing was terminated early, although the benefits were weakened substantially. Further, participants’ test expectancy ratings and semantic clustering scores provide support for the idea that retrieval promotes new learning by independently enhancing attentional and organizational processes.

Comments

This is a manuscript of an article published as Chan, Jason C.K., Krista D. Manley, and Dahwi Ahn. "Does retrieval potentiate new learning when retrieval stops but new learning continues?" Journal of Memory and Language 115 (2020): 104150. DOI: 10.1016/j.jml.2020.104150. Posted with permission.

Copyright Owner

Elsevier Inc.

Language

en

File Format

application/pdf

Available for download on Sunday, July 24, 2022

Published Version

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