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Not to be confused with the Testing Effect.
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The Forward Testing Effect, also known as test potentiated new learning, is a psychological learning theory which suggests that testing of old information can enhance learning of new information.[1] Unlike traditional learning theories which have established the positive effect testing has on retrieval of the same information,[2] the forward testing effect instead suggests that the testing experience itself includes unique benefits which enhance the learning of new information. Hence, this memory effect is also distinct from the 'practice effect' which is defined by the APA Dictionary of Psychology as "any change or improvement that results from practice or repetition of task items or activities".[3] This theory suggests that testing serves not only as a tool for assessment but as a learning tool. It indicates that educators should encourage students to study using testing techniques rather than restudying information repeatedly.
Empirical Evidence
[edit]Word Recall
[edit]The earliest documented study to observe the Forward Testing Effect was conducted in 1974 by Tulving and Watkins.[4] They observed that the testing of one list of words enhanced recall of another, different list. At this point in time, the Forward Testing Effect had not yet been theorised, hence they were quite puzzled with their discovery.
Further studies involving word pairs conducted by Szpunar, McDermott and Roediger[5] in 2008 and Wahlheim[6] in 2015 reported similar findings that participants who were tested on one word list performed significantly better in a recall task for a completely different list, relative to those who only restudied the first list or performed a filler task.
The most recent word-based experiment which confirmed these findings was conducted by Chan, Manley, Davis and Szpunar[8] in 2018. They specifically investigated whether The Forward Testing Effect persisted across different time delays. In their experiment, participants studied three word lists and were asked to recall these words, restudy them or complete math problems. Participants were then presented with a fourth word list on which they completed a free recall task. They found that testing of Lists 1-3 enhanced recall for List 4 across short (1min) and long (25min) time delays.
Visual Recall
[edit]Several studies have been conducted on The Forward Testing Effect for students watching video lectures. In 2013, Szpunar, Khan and Schacter,[9] conducted a study in which they found that interpolated testing during video lectures aided new learning and reduced mind-wandering throughout the lecture. Another study conducted by Jing, Szpunar and Schacter[10] conducted in 2016 found that participants who were tested throughout a video lecture performed far better on a cumulative test at the end of the lecture than those who weren't tested.
Theoretical Accounts
[edit]There are three theoretical accounts which attempt to explain The Forward Testing Effect; the context change account, elaborative retrieval account and, more recently, the episodic context account.
Context Change Account
[edit]Elaborative Retrieval Account
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Episodic Context Account
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Criticisms
[edit]References
[edit]- ^ Chan, J. C., Manley, K. D., Davis, S. D., & Szpunar, K. K. (2018). Testing potentiates new learning across a retention interval and a lag: A strategy change perspective. Journal of Memory and Language,102, 83-96. http://doi.org/10.1016/j.jml.2018.05.007
- ^ Roediger, H. L., III, & Karpicke, J. D. (2006). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17, 249–255. https://dx.doi.org/10.1111/j.1467-9280.2006.01693.x
- ^ "APA Dictionary of Psychology". dictionary.apa.org. Retrieved 2019-05-14.
- ^ Tulving, E., & Watkins, M. J. (1974). On negative transfer: Effects of testing one list on the recall of another. Journal of Verbal Learning and Verbal Behavior, 13, 181–193.
- ^ Szpunar, K. K., McDermott, K. B., & Roediger, H. L. (2008). Testing during study insulates against the buildup of proactive interference. Journal of Experimental Psychology: Learning, Memory, and Cognition, 34(6), 1392–1399. http://dx.doi.org/10.1037/ a0013082.
- ^ Wahlheim, C. N. (2015). Testing can counteract proactive interference by integrating competing information. Memory & Cognition, 43(1), 27–38. http://dx.doi.org/10. 3758/s13421-014-0455-5.
- ^ Chan J. C. K., Manley K. D., Davis S. D., Szpunar K. K. (2018). Testing potentiates new learning across a retention interval and a lag: A strategy change perspective. Journal of Memory and Language, 102, 83–96. https://dx.doi.org/10.1016/j.jml.2018.05.007
- ^ Chan J. C. K., Manley K. D., Davis S. D., Szpunar K. K. (2018). Testing potentiates new learning across a retention interval and a lag: A strategy change perspective. Journal of Memory and Language, 102, 83–96. https://dx.doi.org/10.1016/j.jml.2018.05.007
- ^ Szpunar, K. K., Khan, N. Y., & Schacter, D. L. (2013). Interpolated memory tests reduce mind wandering and improve learning of online lectures. Proceedings of the National Academy of Sciences of the United States of America, 110, 6313–6317. http://dx.doi. org/10.1073/pnas.1221764110/-/DCSupplemental/pnas.201221764SI.pdf.
- ^ Jing, H. G., Szpunar, K. K., & Schacter, D. L. (2016). Interpolated testing influences focused attention and improves integration of information during a video-recorded lecture. Journal of Experimental Psychology: Applied, 22(3), 305–318. http://dx.doi. org/10.1037/xap0000087.
Category:Memory Category:Psychology Category:Learning theory (education)