Boustani, Shaun; Owens, Caleb; (2019) Testing Potentiates New Learning, the Role of Strategy Change and List Segregation. Presented at: 21st conference of the European Society for Cognitive Psychology (ESCOP 2019), Tenerife, Spain.

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Abstract

Research on practice retrieval has largely focused on the enhancing effects that retrieving previously learnt materials has on memory, relative to restudy. Typically termed the backward testing effect, this benefit is robust and extensively studied (Rowland, 2014). Less well-known are the benefits that previous retrieval attempts have on subsequent new learning. Sometimes referred to as the forward testing effect, or test-potentiated new learning (TPNL), a growing body of research has demonstrated that retrieval practice of previously learnt materials can also enhance the subsequent learning of new materials (Chan, Meissner, & Davis, 2018). The current research explores the possible mechanisms underlying this effect and highlights both the direct and indirect benefits that retrieval has on potentiating new learning. In a series of experiments, list segregation and the ability to distinguish between information sources is explored as one possible mechanism.

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