Testing during study insulates against the buildup of proactive interference.

Szpunar, Karl K.; McDermott, Kathleen B.; Roediger, Henry L.

doi:10.1037/a0013082

Cited by 209 publications

(411 citation statements)

References 42 publications

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“…In Szpunar, McDermott, and Roediger's (2008) recall on a given list was always better when previous lists had been tested than they had not been tested. Moreover, with an increasing number of untested lists, interim test recall decreased and the amount of proactive interference increased.…”

Section: Forward Testing Effectmentioning

confidence: 88%

“…To generalize and conceptually replicate the findings of Experiment 3, in Experiment 4 we employed 5 18-word lists as materials, as Szpunar et al (2008) did. Thus the materials were single words rather than foreign language translations or face-name pairs.…”

Section: Methodsmentioning

confidence: 99%

“…Several terms have been used to refer to this effect 1 . In this study, we term it the forward testing effect in contrast to the better-known backward testing effect.In Szpunar, McDermott, and Roediger's (2008) recall on a given list was always better when previous lists had been tested than they had not been tested. Moreover, with an increasing number of untested lists, interim test recall decreased and the amount of proactive interference increased.…”

mentioning

confidence: 88%

“…Prior research has found that people tend to be unaware of the backward testing benefit (Agarwal, Karpicke, Kang, Roediger, & McDermott, 2008;Kornell & Son, 2009;Roediger & Karpicke, 2006b). For example, Roediger and Karpicke (2006b) explored the backward testing effect on metamemory monitoring (a form of metacognitive reflection of learning or memory status) by asking participants either to study a text four times or to study it once and take three free recall tests.…”

Section: Testing Effect and Metamemory Monitoringmentioning

confidence: 99%

“…In Experiments 3 and 4, the main aim is to explore the forward testing effect on metamemory monitoring and to explore people's metacognitive insight into this forward testing benefit. Some previous studies have explored the forward testing effect by comparing an Interim Test group, who underwent interim testing following each list, and a No Interim Test group, who performed a distractor task following each list and underwent interim testing following the final list only (Szpunar et al, 2008;Weinstein et al, 2014;Weinstein et al, 2011 (Pastötter et al, 2011;Szpunar et al, 2014;Szpunar et al, 2013;Szpunar et al, 2008). All of these latter studies showed that final list interim test recall in the Interim Restudy group was slightly but consistently worse than that in the No Interim Test group.…”

Section: Present Experimentsmentioning

confidence: 99%

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The forward testing effect on self-regulated study time allocation and metamemory monitoring.

Yang¹,

Potts²,

Shanks³

2017

Journal of Experimental Psychology: Applied

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The forward testing effect describes the finding that testing of previously studied information potentiates learning and retention of new information. Here we asked whether interim testing boosts self-regulated study time allocation when learning new information and explored its effect on metamemory monitoring. Participants had unlimited time to study five lists of Euskara-English word pairs (Experiment 1) or four lists of face-name pairs (Experiment 2). In a No Interim Test group which was only tested on the final list, study time decreased across successive lists. In contrast, in an Interim Test group, which completed a recall test after each list, no such decrease was observed.Experiments 3 and 4 were designed to investigate the forward testing effect on metamemory monitoring and found that this effect is associated with metacognitive insight. Overall, the current study reveals that interim tests prevent the reduction of study time across lists and that people's metamemory monitoring is sensitive to the forward benefit of interim testing. Moreover across all four experiments, the Interim Test group was less affected by proactive interference in the final list interim test than the No Interim Test group. The results suggest that variations in both encoding and retrieval processes contribute to the forward benefit of interim testing.Keywords: forward testing effect; self-regulated learning; encoding; retrieval; metamemory monitoring Forward testing effect 3With the increasing popularity and availability of free online courses and learning aids, selfregulated learning is taking place more and more outside of the formal classroom (Bjork, Dunlosky, & Kornell, 2013). To use these opportunities effectively, learners must understand how to regulate their behaviour to optimize learning, comprehension, and knowledge transfer. However, recent studies reveal that we are far from being sophisticated learners (for a review, see Bjork et al., 2013).Therefore, self-regulated learning has become a significant focus of theoretical and empirical research for both psychologists and educators.A few studies have been conducted employing interim tests to optimize self-regulated learning of previously studied or tested information (Karpicke, 2009;Soderstrom & Bjork, 2014). But no research has yet been undertaken employing interim tests to optimize self-regulated learning of new information. One aim of the current study is to fill this gap. Specifically, we explored how interim tests influence subsequent self-regulated study time allocation when learning new information. Backward testing effectIn educational settings, testing is usually regarded as an evaluative instrument to assess learning and comprehension. A large body of research has supplied convincing evidence that testing is also an effective instrument to facilitate long term retention (for a review, see Roediger & Karpicke, 2006a). The common finding that retrieval of previously studied information enhances its retention by comparison with restudying that informat...

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Section: Forward Testing Effectmentioning

confidence: 88%

Section: Methodsmentioning

confidence: 99%

mentioning

confidence: 88%

Section: Testing Effect and Metamemory Monitoringmentioning

confidence: 99%

Section: Present Experimentsmentioning

confidence: 99%

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The forward testing effect on self-regulated study time allocation and metamemory monitoring.

Yang¹,

Potts²,

Shanks³

2017

Journal of Experimental Psychology: Applied

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A Controlled Study of Clicker‐Assisted Memory Enhancement in College Classrooms

Shapiro

Gordon

2012

Applied Cognitive Psychology

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SummaryPersonal response systems, commonly called ‘clickers’, are widely used in secondary and post‐secondary classrooms. Although many studies show they enhance learning, experimental findings are mixed, and methodological issues limit their conclusions. Moreover, prior work has not determined whether clickers affect cognitive change or simply alert students to information likely to be on tests. The present investigation used a highly controlled methodology that removed subject and item differences from the data to explore the effect of clicker questions on memory for targeted facts in a live classroom and to gain a window on the cognitive processes affecting the outcome. We found that in‐class clicker questions given in a university psychology class augmented performance on delayed exam questions by 10–13%. Experimental results and a class survey indicate that it is unlikely that the observed effects can be attributed solely to attention grabbing. Rather, the data suggest the technology invokes the testing effect. Copyright © 2012 John Wiley & Sons, Ltd.

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The roles of meaningfulness and prior knowledge in younger and older adults' memory performance

Skinner

Price

2019

Applied Cognitive Psychology

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SummaryMeaningfulness and prior knowledge can have differing effects on both metamemory and memory performance. Personally relevant information may be deemed more meaningful, which often can serve as a mediating factor in memory performance. Additionally, information that is congruent with prior knowledge has been shown to be judged as easier to remember and often is better remembered. Both of these effects are most pronounced in older adults. The current study aimed to examine the impact of meaningfulness and prior knowledge on age‐related differences in metamemory (i.e., judgments of learning) and memory performance (i.e., recall and recognition) by manipulating subjective a priori familiarity and personal relevance using age‐relevant study materials (i.e., a student loan application and a Medicare application). Recall metamemory and recall performance results indicate that older adults, but not younger adults, were able to utilize meaningfulness and prior knowledge to boost memory performance.

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Testing during study insulates against the buildup of proactive interference.

Cited by 209 publications

References 42 publications

The forward testing effect on self-regulated study time allocation and metamemory monitoring.

The forward testing effect on self-regulated study time allocation and metamemory monitoring.

A Controlled Study of Clicker‐Assisted Memory Enhancement in College Classrooms

The roles of meaningfulness and prior knowledge in younger and older adults' memory performance

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