Campus Units

Psychology

Document Type

Article

Publication Version

Accepted Manuscript

Publication Date

10-2018

Journal or Book Title

Journal of Memory and Language

Volume

102

First Page

83

Last Page

96

DOI

10.1016/j.jml.2018.05.007

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.

Comments

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.

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Copyright Owner

Elsevier Inc.

Language

en

File Format

application/pdf

Available for download on Tuesday, October 01, 2019

Published Version

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