Testing enhances both encoding and retrieval for both tested and                     untested items

Cho, Kit W.; Neely, James H.; Crocco, Stephanie; Vitrano, Deana

doi:10.1080/17470218.2016.1175485

Cited by 60 publications

(89 citation statements)

References 69 publications

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“…Another important replication of our previous study (Herweg et al, 2018) is an RPE for those images that were novel in Phase 2 (for a similar effect, see Chan et al, 2006;Cho et al, 2017). That means that retrieval mode not only drives long-term memory for retrieved old stimuli but also other (i.e., new stimuli) that are presented in the same context.…”

Section: Discussionsupporting

confidence: 72%

Age-Related Decreases in the Retrieval Practice Effect Directly Relate to Changes in Alpha-Beta Oscillations

2019

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The retrieval (or testing) of information leads to better memory performance compared with reencoding. This phenomenon is known as "testing effect" or "retrieval practice effect" and has been primarily described in behavioral studies with healthy young subjects. However, possible age-related changes and their associated underlying neural processes, in particular neural oscillations, remain unclear. To address this issue, we used a previously established paradigm in healthy young (N ϭ 27) and elderly (N ϭ 28) male and female human adults while their brain activity was being recorded using EEG. Subjects viewed prefamiliarized scene images intermixed with new scenes and classified them as indoor versus outdoor (encoding task) or old versus new (retrieval task). Subsequently, subjects performed a recognition memory task 10 min and 24 h after encoding. Behaviorally, both age groups showed the testing effect at both time points but, importantly, it was less pronounced in the elderly. At the neural level, the retrieval compared with the encoding task was accompanied by power decreases in the alpha (9 -12 Hz) and beta bands (13-30 Hz), possibly reflecting task demands, and this difference was more pronounced in the elderly. Finally, a correlation analysis revealed that those elderly who displayed a more pronounced testing effect exhibited a neural pattern that was more similar to the younger subjects. These findings provide evidence that the testing effect decreases across the life span, and they suggest that changes in alpha-beta oscillations play a direct role.

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Section: Discussionsupporting

confidence: 72%

Age-Related Decreases in the Retrieval Practice Effect Directly Relate to Changes in Alpha-Beta Oscillations

2019

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“…One possibility is that a switch in context conferred by testing isolates the original learning episode (i.e., the list studied before retrieval practice) from the new learning episode (i.e., the list studied after retrieval practice), similar to the effects of taking a break from studying. Alternatively, taking a test may help participants switch to more effective strategies for future encoding and/or retrieval (Chan et al, 2017a;Cho et al, 2017) In the present study, we tested the context change account using the lag manipulation and the strategy change account with list-by-list clustering analyses. If retrieval potentiates subsequent learning because it alters task context, the lag activities should do the same, and one should not observe a significant TPNL effect in Experiment 3.…”

Section: Explaining Testing-potentiated New Learningmentioning

confidence: 95%

“…According to this strategy change account, taking a memory test can lead participants to use different, and perhaps superior, encoding strategies for later learning (Cho, Neely, Crocco, & Vitrano, 2017;Gordon & Thomas, 2017), because the test provides participants with important, performance-relevant information such as test format, the type of retrieval cues available, the amount of time available for retrieval, etc. The idea that performing retrieval can alter how participants approach subsequent learning has received some empirical support.…”

Section: A Strategy Change Perspective Of Test-potentiated New Learningmentioning

confidence: 99%

“…We believe that the present results, and the ARC data in particular, are consistent with the idea that prior retrieval enhances new learning because it causes participants to use superior encoding/retrieval strategies. This idea is not entirely new, as researchers have recently proposed that testing may cause learners to shift to more "efficient" or more "elaborative" encoding strategies (Cho et al, 2017;Gordon & Thomas, 2017). However, it is not yet clear what strategies are considered more efficient.…”

Section: Explaining Testing-potentiated New Learningmentioning

confidence: 99%

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Testing potentiates new learning across a retention interval and a lag: A strategy change perspective

Chan

Manley

Davis

et al. 2018

Journal of Memory and Language

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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. AbstractPracticing 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.

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“…Thus, using metacognitive knowledge gained through retrieval attempts (e.g. Chan, Manley, et al, 2018;Cho, Neely, Crocco, & Vitrano, 2017), and perhaps even failures of retrieval (Bahrick & Hall, 2005), learners can adjust their strategies. We believe this to be the most fitting explanation for our data (Chan, Manley, et al, 2018;Wissman et al, 2011).…”

Section: Discussionmentioning

confidence: 99%

The role of retrieval type and feedback in test-potentiated new learning

Pavlić¹,

Vlašiček²,

Ivanec³

2019

Preprint

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Zagreb, Croatia Conflict of Interest statementWe hereby declare that there were no conflicts of interest with respect to the authorship or the publication of this article Data availability statement The analysis plan was preregistered on GitHub (analysis-plan.md; first commit of analysis plan: b101f42; final relevant commit: 16afea3), as were the hypotheses (design.md; first commit of hypotheses: b101f42; final commit: dd0f863). The repository also serves all project materials, data and analyses scripts, together with the whole project history. It can be found at https://github.com/ffzg-erudito/inter-testing-feedback-2018. Materials are also available through https://osf.io/gk9a3/. The data is also hosted on https:// dataverse.ffzg.unizg.hr/dataset.xhtml?persistentId=doi:10.23669/JVNVNR. AcknowledgementsWe would like to thank every one of our participants for making this study possible.Also, we would like to thank Marijana Glavica, our librarian, who has been tremendously helpful around data archiving and preparations for preprint publication.This study was conducted under the project E-rudito: An advanced online educational system for smart specialization and jobs of the future (KK.01.2.1.01.0009.), which is funded from the European Regional Development Fund, Operational programme competitiveness and cohesion 2014-2020. 1 The role of retrieval type and feedback in test-potentiated new learning Abstract This study explored the effects of retrieval and feedback on test-potentiated new learning.Participants read a text divided into three parts, between which they engaged in either episodic retrieval, semantic retrieval, or rereading. Participants in the retrieval conditions were randomly assigned to either receive or not to receive feedback on their achievement.We administered multiple choice questions whose distractors were designed specifically to facilitate proactive interference. Planned analyses showed that participants in the episodic retrieval condition scored higher on the final test than participants in the other two groups.Feedback was found to have no bearing on new learning -neither on its own, nor via interaction with the interpolated activity type. No effect regarding the number of proactive intrusions was found, although exploratory Bayesian analyses preclude rejecting an effect.Results are interpreted in terms of metacognitive theories that have previously been suggested as an explanation of the effect.

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Testing enhances both encoding and retrieval for both tested and untested items

Cited by 60 publications

References 69 publications

Age-Related Decreases in the Retrieval Practice Effect Directly Relate to Changes in Alpha-Beta Oscillations

Age-Related Decreases in the Retrieval Practice Effect Directly Relate to Changes in Alpha-Beta Oscillations

Testing potentiates new learning across a retention interval and a lag: A strategy change perspective

The role of retrieval type and feedback in test-potentiated new learning

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