Testing during study insulates against the buildup of proactive interference.
Recent interest in the benefits of retrieval practice on long-term retention--the testing effect--has spawned a considerable amount of research toward understanding the underlying nature of this ubiquitous memory phenomenon. Taking a test may benefit retention through both direct means (engaging appropriate retrieval processes) and indirect means (fostering directed study). Here the authors report 4 experiments demonstrating a novel benefit of testing. Extended study sessions cause a buildup of proactive interference, but interpolating tests during the study sequence insulates against this negative influence. These findings highlight a unique benefit of testing and have important implications for study strategies.
Szpunar
Karl K
KK
Department of Psychology, Washington University in St. Louis, St. Louis, MO 63130, USA. karl.szpunar@wustl.edu
McDermott
Kathleen B
KB
Roediger
Henry L
HL
D001288:Attention; D006801:Humans; D011939:Mental Recall; D011214:Practice, Psychological; D011334:Proactive Inhibition; D012153:Retention, Psychology; D012691:Serial Learning; D014706:Verbal Learning