The interim test effect: testing prior material can facilitate the learning of new material

Area of Science:

• Cognitive Psychology
• Educational Psychology
• Learning Sciences

Background:

• Prior research shows testing improves learning of tested material.
• A recent study introduced the interim-test effect: testing prior material boosts learning of subsequent new material.

Purpose of the Study:

• To investigate if interim test effects generalize to complex text learning.
• To replicate and extend previous findings on the interim-test effect.

Main Methods:

• Five experiments were conducted using expository texts.
• Participants either recalled sections between studying them (interim testing) or only recalled at the end.
• Experiments 3 and 4 isolated the cause of the effect, ruling out general activity and test expectancy.

Main Results:

• Recall of the final text section was consistently higher with interim testing compared to no interim tests.
• Experiment 3 confirmed the effect stems from interim testing itself, not just intervening activity.
• Experiment 4 ruled out test expectancy and, notably, release from proactive interference as causes.

Conclusions:

• Interim testing significantly enhances learning and recall of subsequent complex text material.
• The effect is specific to the act of testing prior material.
• Potential mechanisms include shifts to more effective encoding strategies during learning.