Zusammenfassung
Retrieval practice of studied information can facilitate recall of subsequently encountered new information, relative to both restudy and other no-retrieval-practice conditions. Here, this forward testing effect was examined in three experiments employing both related and unrelated prose passages as study material. Participants studied five prose passages and were tested on the final passage. ...
Zusammenfassung
Retrieval practice of studied information can facilitate recall of subsequently encountered new information, relative to both restudy and other no-retrieval-practice conditions. Here, this forward testing effect was examined in three experiments employing both related and unrelated prose passages as study material. Participants studied five prose passages and were tested on the final passage. Between study of the single passages, participants practiced retrieval of the immediately preceding passage, restudied the passage, generated semantic information unrelated to the single passages, or conducted simple arithmetic tasks. The forward testing effect arose both when the passages were related and when they were unrelated. However, only with unrelated passages did the effect generalize to semantic generation, and only with related passages did retrieval practice create recall superior in level to recall when the final passage was studied only. The relatedness of materials seems to influence how retrieval practice promotes new learning.
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