Poster E76, Monday, March 26, 2:30-4:30 pm, Exhibit Hall C
The conflicting outcomes of the organizational processing on test-potentiated learning.
SinYi Wang1, ShihKuen Cheng1; 1National Central University
Testing, or retrieval practice, benefits the long-term retention of studied materials. The testing effect has been widely observed with various kinds of materials including paragraphs, sentences, motor sequence. Recently, some studies have shown that testing might benefit retention by potentiating subsequent learning or encoding. Arnold and McDermott (2013) developed a procedure to show that the performance of subsequent restudy was enhanced after repeated testing. It was proposed that the “test-potentiated learning effect” comes from the organizational processing of the materials after test. The current study tested this hypothesis by employing categorized words as the study materials. If indeed test-potentiated testing effect receive contribution from enhanced organizational encoding of the materials, the benefit should be diminished if the study materials themselves, such as categorized items, demand little organizational processing. Consistent with our prediction, the test-potentiated learning effect was not observed when the categorized words were used as study materials. Interestingly, the test-potentiated learning effect was also not observed when non-categorized words were used as materials. Instead, we found that repeated testing hampered the effect of restudy, resembling the “negative testing effect”. In summary, our results do not support the hypothesis that testing enhances the organizational processing of the materials.
Topic Area: LONG-TERM MEMORY: Semantic