Does testing enhance new learning because it insulates against proactive interference?
Taking a test on previously learned material can enhance new learning. One explanation for this forward testing effect is that retrieval inoculates learners from proactive interference (PI). Although this release-from-PI account has received considerable empirical support, most extant evidence is co...
| Publicado en: | Memory & Cognition Vol. 50; no. 8; pp. 1664 - 1683 |
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| Autores principales: | , |
| Formato: | Artículo |
| Publicado: |
Springer Nature
Nov2022
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=160894496&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 160894496 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 0090502X MEG jtl: Memory & Cognition issn: 0090502X maglogo: N pubinfo: dt: Nov2022 vid: 50 iid: 8 pid: 237 pub: Springer Nature artinfo: ui: 160894496 10.3758/s13421-022-01273-7 ppf: 1664 ppct: 19 formats: fmt: – @attributes: type: T – @attributes: type: P size: 1.7MB tig: atl: Does testing enhance new learning because it insulates against proactive interference? aug: au: Ahn, Dahwi Chan, Jason C. K. affil: Department of Psychology, Iowa State University, 50011, Ames, IA, USA su: Analysis of variance Undergraduates Attribution (Social psychology) Neuropsychological tests Learning strategies Descriptive statistics sug: subj: Analysis of variance Undergraduates Attribution (Social psychology) Neuropsychological tests Learning strategies Descriptive statistics keyword: Forward testing effect New learning Proactive interference Retrieval practice Forward testing effect New learning Proactive interference Retrieval practice ab: Taking a test on previously learned material can enhance new learning. One explanation for this forward testing effect is that retrieval inoculates learners from proactive interference (PI). Although this release-from-PI account has received considerable empirical support, most extant evidence is correlational rather than causal. We tested this account by manipulating the level of PI that participants experience as they studied several lists while receiving interpolated tests or not. In Experiments 1 and 2, we found that testing benefited new learning similarly regardless of PI level. These results contradict those from Nunes and Weinstein (Memory, 20(2), 138–154, 2012), who found no forward testing effect when encoding conditions minimized PI. In Experiments 3 and 4, we failed to replicate their results. Together, our data indicate that reduced PI might be a byproduct, rather than a causal factor, of the forward testing effect. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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