Testing potential mechanisms underlying test-potentiated new learning.

An emerging body of studies demonstrates that practicing retrieval of studied information, by comparison with restudying or no treatment, can facilitate subsequent learning and retrieval of new information, a phenomenon termed the forward testing effect (FTE) or test-potentiated new learning. Several theoretical explanations have been proposed to account for the FTE. A release-from-PI theory proposes that interpolated testing induces context changes and enhances event segregation, which in turn protect new learning from proactive interference (PI). A strategy-change view hypothesizes that prior tests teach learners to adopt more effective/elaborative learning and retrieval strategies in subsequent study and test phases. Finally, a reset-of-encoding account proposes that interim testing on studied information reduces memory load, resets the subsequent encoding process, and enhances encoding of new information. The current study recruited a large sample (over 1,000 participants) and employed a multilist learning task and mediation analyses to test these theories. The results suggest that prior list intrusions (an index of PI) significantly mediated the FTE, supporting the release-from-PI theory. In addition, interim testing enhanced strategic processing of temporal information during new learning (reflected by increased clustering), and temporal clustering significantly mediated the FTE, supporting a role for strategy-change in the FTE. Lastly, a variety of indices were constructed to represent the benefit of reset-of-encoding, but none of them provided evidence supporting the reset-of-encoding view. The results shed new light on the complex mechanisms underlying the forward benefits of testing. (PsycInfo Database Record (c) 2022 APA, all rights reserved).