title: Test-potentiated learning: distinguishing between direct and indirect effects of tests.
abstract: The facilitative effect of retrieval practice, or testing, on the probability of later retrieval has been the focus of much recent empirical research. A lesser known benefit of retrieval practice is that it may also enhance the ability of a learner to benefit from a subsequent restudy opportunity. This facilitative effect of retrieval practice on subsequent encoding is known as test-potentiated learning. Thus far, however, the literature has not isolated the indirect effect of retrieval practice on subsequent memory (via enhancing the effectiveness of restudy) from the direct effects of retrieval on subsequent memory. The experiment presented here uses conditional probability to disentangle test-potentiated learning from the direct effects of retrieval practice. The results indicate that unsuccessful retrieval attempts enhance the effectiveness of subsequent restudy, demonstrating that tests do potentiate subsequent learning.
authors: Department of Psychology, Washington University inSt. Louis, St. Louis, MO 63130-4899, USA. kathleen.arnold@wustl.edu
authors: Kathleen M
authors: KM
authors: Arnold
authors: Kathleen B
authors: KB
authors: McDermott
mesh_terms: D000704:Analysis of Variance; D003463:Cues; D005260:Female; D006801:Humans; D008297:Male; D011939:Mental Recall / Q000502:physiology*; D010153:Paired-Associate Learning / Q000502:physiology*; D013334:Students; D014495:Universities; D014825:Vocabulary