UCL Discovery
UCL home » Library Services » Electronic resources » UCL Discovery

Testing potential mechanisms underlying test-potentiated new learning

Yang, C; Zhao, W; Luo, L; Sun, B; Potts, R; Shanks, DR; (2021) Testing potential mechanisms underlying test-potentiated new learning. Journal of Experimental Psychology: Learning, Memory, and Cognition 10.1037/xlm0001021. (In press). Green open access

[thumbnail of Shanks_FTE-theories_JEPLMC_Publication.pdf]
Preview
Text
Shanks_FTE-theories_JEPLMC_Publication.pdf - Accepted Version

Download (789kB) | Preview

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. (PsycInfo Database Record (c) 2021 APA, all rights reserved)

Type: Article
Title: Testing potential mechanisms underlying test-potentiated new learning
Location: United States
Open access status: An open access version is available from UCL Discovery
DOI: 10.1037/xlm0001021
Publisher version: https://doi.org/10.1037/xlm0001021
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences > Experimental Psychology
URI: https://discovery.ucl.ac.uk/id/eprint/10132333
Downloads since deposit
89Downloads
Download activity - last month
Download activity - last 12 months
Downloads by country - last 12 months

Archive Staff Only

View Item View Item