When retrieval practice improves learning - characteristics of this testing effect and the influence of study material
Final Report Abstract
Retrieval practice of studied material improves learning and memory of subsequently studied new material, often referred to as the forward testing effect (FTE). While previous research has reported numerous findings on the FTE, not much knowledge about central characteristics of the effect has yet been created. With 18 experiments, this research project intends to reduce this empirical gap. Twelve experiments employed word lists as study material and they showed that, with categorized lists, the FTE is retrieval-practice specific – and does not generalize to semantic generation – and remains largely unchanged in size if the retention interval is prolonged and study of the critical (final) list is delayed. With unrelated lists, the FTE is not retrieval-practice specific and is reduced in size with both prolonged retention interval and delayed study of the critical list. With both types of lists, a larger FTE arose for the critical list’s first items compared to the list’s remaining items and no costs arose for recall of the initially studied lists. These findings point to strategy change and context change as important underlying mechanisms of the FTE with word lists. Six experiments employed more complex study materials and showed a qualitatively similar pattern of results as the experiments with word lists. However, with related complex materials, retrieval-practice-induced facilitated comprehension of the critical material contributed to the FTE, and an analogous effect was also found with concept mapping. Apparently, other cognitive mechanisms than underlie the FTE with word lists play a role for the FTE with more complex study material.
Publications
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When retrieval practice promotes new learning – The critical role of study material. Journal of Memory and Language, 120, 104253.
Kliegl, Oliver & Bäuml, Karl-Heinz T.
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How retrieval practice and semantic generation affect subsequently studied material: an analysis of item-level effects. Memory, 31(1), 127-136.
Kliegl, Oliver & Bäuml, Karl-Heinz T.
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The Effects of Interspersed Retrieval Practice in Multiple-List Learning on Initially Studied Material. Frontiers in Psychology, 13.
Kliegl, Oliver; Kriechbaum, Verena M. & Bäuml, Karl-Heinz T.
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Retrieval practice can promote new learning with both related and unrelated prose materials.. Journal of Applied Research in Memory and Cognition, 13(3), 319-328.
Kriechbaum, Verena M. & Bäuml, Karl-Heinz T.
