Retrieval Practice Enhances New Learning but does Not Affect Performance in Subsequent Arithmetic Tasks
The forward testing effect is an indirect benefit of retrieval practice. It refers to the finding that retrieval practice of previously studied information enhances learning and retention of subsequently studied other information in episodic memory tasks. Here, two experiments were conducted that in...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Ubiquity Press
2022-03-01
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| Series: | Journal of Cognition |
| Subjects: | |
| Online Access: | https://www.journalofcognition.org/articles/216 |
| _version_ | 1828274887668531200 |
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| author | Bernhard Pastötter Julian Urban Johannes Lötzer Christian Frings |
| author_facet | Bernhard Pastötter Julian Urban Johannes Lötzer Christian Frings |
| author_sort | Bernhard Pastötter |
| collection | DOAJ |
| description | The forward testing effect is an indirect benefit of retrieval practice. It refers to the finding that retrieval practice of previously studied information enhances learning and retention of subsequently studied other information in episodic memory tasks. Here, two experiments were conducted that investigated whether retrieval practice influences participants’ performance in other tasks, i.e., arithmetic tasks. Participants studied three lists of words in anticipation of a final recall test. In the testing condition, participants were immediately tested on lists 1 and 2 after study of each list, whereas in the restudy condition, they restudied lists 1 and 2 after initial study. Before and after study of list 3, participants did an arithmetic task. Finally, participants were tested on list 3, list 2, and list 1. Different arithmetic tasks were used in the two experiments. Participants did a modular arithmetic task in Experiment 1a and a single-digit multiplication task in Experiment 1b. The results of both experiments showed a forward testing effect with interim testing of lists 1 and 2 enhancing list 3 recall in the list 3 recall test, but no effects of recall testing of lists 1 and 2 for participants’ performance in the arithmetic tasks. The findings are discussed with respect to cognitive load theory and current theories of the forward testing effect. |
| first_indexed | 2024-04-13T06:42:16Z |
| format | Article |
| id | doaj.art-8b9986bfcdb14abe9540372c25e5734b |
| institution | Directory Open Access Journal |
| issn | 2514-4820 |
| language | English |
| last_indexed | 2024-04-13T06:42:16Z |
| publishDate | 2022-03-01 |
| publisher | Ubiquity Press |
| record_format | Article |
| series | Journal of Cognition |
| spelling | doaj.art-8b9986bfcdb14abe9540372c25e5734b2022-12-22T02:57:42ZengUbiquity PressJournal of Cognition2514-48202022-03-015110.5334/joc.216232Retrieval Practice Enhances New Learning but does Not Affect Performance in Subsequent Arithmetic TasksBernhard Pastötter0Julian Urban1Johannes Lötzer2Christian Frings3Department of Psychology, University of TrierDepartment of Psychology, University of TrierDepartment of Psychology, University of TrierDepartment of Psychology, University of TrierThe forward testing effect is an indirect benefit of retrieval practice. It refers to the finding that retrieval practice of previously studied information enhances learning and retention of subsequently studied other information in episodic memory tasks. Here, two experiments were conducted that investigated whether retrieval practice influences participants’ performance in other tasks, i.e., arithmetic tasks. Participants studied three lists of words in anticipation of a final recall test. In the testing condition, participants were immediately tested on lists 1 and 2 after study of each list, whereas in the restudy condition, they restudied lists 1 and 2 after initial study. Before and after study of list 3, participants did an arithmetic task. Finally, participants were tested on list 3, list 2, and list 1. Different arithmetic tasks were used in the two experiments. Participants did a modular arithmetic task in Experiment 1a and a single-digit multiplication task in Experiment 1b. The results of both experiments showed a forward testing effect with interim testing of lists 1 and 2 enhancing list 3 recall in the list 3 recall test, but no effects of recall testing of lists 1 and 2 for participants’ performance in the arithmetic tasks. The findings are discussed with respect to cognitive load theory and current theories of the forward testing effect.https://www.journalofcognition.org/articles/216memorylearninglong-term memoryworking memory |
| spellingShingle | Bernhard Pastötter Julian Urban Johannes Lötzer Christian Frings Retrieval Practice Enhances New Learning but does Not Affect Performance in Subsequent Arithmetic Tasks Journal of Cognition memory learning long-term memory working memory |
| title | Retrieval Practice Enhances New Learning but does Not Affect Performance in Subsequent Arithmetic Tasks |
| title_full | Retrieval Practice Enhances New Learning but does Not Affect Performance in Subsequent Arithmetic Tasks |
| title_fullStr | Retrieval Practice Enhances New Learning but does Not Affect Performance in Subsequent Arithmetic Tasks |
| title_full_unstemmed | Retrieval Practice Enhances New Learning but does Not Affect Performance in Subsequent Arithmetic Tasks |
| title_short | Retrieval Practice Enhances New Learning but does Not Affect Performance in Subsequent Arithmetic Tasks |
| title_sort | retrieval practice enhances new learning but does not affect performance in subsequent arithmetic tasks |
| topic | memory learning long-term memory working memory |
| url | https://www.journalofcognition.org/articles/216 |
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