The Effects of Interspersed Retrieval Practice in Multiple-List Learning on Initially Studied Material

Area of Science:

• Cognitive Psychology
• Educational Psychology

Background:

• The forward testing effect (FTE) demonstrates that retrieval practice on earlier material aids retention of later material.
• Prior research primarily focused on the benefits of retrieval practice for subsequent learning.

Purpose of the Study:

• To investigate the impact of retrieval practice on initially studied, unpracticed material within the FTE paradigm.
• To determine if interim retrieval practice incurs a cost for the retention of early learned information.

Main Methods:

• Two versions of the FTE task were employed: a three-list and a five-list design.
• Participants engaged in either restudy or retrieval practice of intermediate lists.
• Recall was tested for either the first or the last studied list.

Main Results:

• A typical FTE was observed, confirming that interim retrieval practice improved recall of the final list.
• Interim retrieval practice had no detrimental effect on the recall of initially studied, unpracticed material.
• These findings held true regardless of whether study lists were related or unrelated.

Conclusions:

• Interim retrieval practice is an effective study strategy for enhancing recall of recently learned material without compromising retention of earlier material.
• The results challenge the context-change hypothesis and support the notion that retrieval practice promotes superior encoding strategies.