Boustani, Shaun; Owens, Caleb; (2019) Testing Potentiates New Learning by Increasing List-Separation, Not Organisation. Presented at: 60th Annual Meeting of the Psychonomic Society, Montréal, Canada.

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Abstract

Previous retrieval attempts facilitate greater learning of subsequent materials (Chan, Meissner, & Davis, 2018). It has been argued that test-potentiated new learning (TPNL) occurs when retrieval potentiates new learning via increased inter-list conceptual organisation and integration. In a series of experiments the current study examined this account. An interpolated-testing paradigm was used where original studying of word-lists was followed either by retrieval, restudy, categorical judgements – which increase conceptual organisation, or list-discriminations – which increase list separation. Following a lag, a final new word-list was studied and retrieved. The findings replicated the traditional TPNL effect - retrieval potentiated greater new learning of the final list than restudy. It was also observed that previous list discrimination attempts produced greater new learning than restudy, but categorical judgements did not. The results suggest that although inter-list integration and conceptual organisation may be more likely during retrieval, this is not why testing potentiates new learning. Rather more general list level effects, such as list-separation, are more likely mechanisms.

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