Free recall enhances subsequent learning

Psychon Bull Rev (2013) 20:507–513 DOI 10.3758/s13423-012-0370-3 BRIEF REPORT Free recall enhances subsequent learning Kathleen M. Arnold & Kathleen B. McDermott Published online: 8 January 2013 # Psychonomic Society, Inc. 2012 Abstract Testing, or retrieval practice, has become a central topic in memory research. One potentially important effect of retrieval practice has received little attention, however: It may enhance, or potentiate, subsequent learning. We introduce a paradigm that can measure the indirect, potentiating effect of free recall tests on subsequent learning, and then test a hypothesis for why tests may have this potentiating effect. In two experiments, the benefit of a restudy trial was enhanced when prior free recall tests had been taken. The results from a third, correlational study suggested that this effect might be mediated by the effect of testing on organization. Not only do encoding conditions affect later retrievability, but also retrieval attempts affect subsequent encoding effectiveness. Keywords Recall . Memory . Learning Testing is much more than a measure of memory; taking a test, or retrieval practice, modifies memory (for a recent review, see Roediger & Butler, 2011). A well-studied demonstration of this phenomenon is seen in the testing effect, the finding that retrieval enhances subsequent retention (e.g., Roediger & Karpicke, 2006). However, retrieval may have another enhancing effect that has been largely overlooked: It may enhance subsequent encoding, an effect known as test-potentiated learning (Arnold & McDermott, 2012; Izawa, 1971). The dearth of research on test-potentiated learning is especially notable for free recall tests, possibly in part because of a conclusion that Tulving (1967) came to decades ago. Tulving claimed that in multitrial free recall paradigms, tests and study trials have equivalent effects on learning. He K. M. Arnold (*) : K. B. McDermott Department of Psychology, CB1125, Washington University in St. Louis, St. Louis, MO 63130-4899, USA e-mail: concluded that subsequent recall “depends primarily on the total amount of time spent on the task, and that it is relatively little affected, if at all, by the distribution of this time between studying and recalling the material” (p. 181). That is, practicing recalling items has the same effect on learning as does studying the material. However, Tulving (1967) also observed that the mechanisms underlying the equivalent effects of study and test trials were not the same. In a condition with three successive tests between study trials, forgetting occurred after the first test, but this loss was counteracted by a large increase in recall after each study trial. That is, in conditions with consecutive test trials, more learning seemed to occur on subsequent study trials than in conditions without consecutive test trials. These results suggest the additional tests may have potentiated learning during study. Later researchers demonstrated that the distribution of study and test trials does affect learning, and that taking free recall tests between study trials enhances performance (Donaldson, 1971; Karpicke & Roediger, 2007; Lachman & Laughery, 1968; Roediger & Smith, 2012; Rosner, 1970). Although this research has shown that free recall tests enhance performance, how these tests do so is still unknown. Is learning enhanced because tests directly improve retention of the retrieved items (i.e., the testing effect), as was suggested by Donaldson? Or is performance enhanced because free recall tests potentiate subsequent learning, an indirect effect of testing, as was suggested by Rosner? By manipulating both the number of prior tests and whether or not the material was restudied, we can identify whether the benefit incurred from restudying is enhanced by a recall test preceding the restudy phase. That is, do prior recall tests boost, or potentiate, the enhancement seen from restudying the material? To answer this question, in Experiment 1 we varied the number of initial tests (zero or three) and whether or not a restudy opportunity occurred following the initial tests. Taking initial tests boosted the 508 amount of information acquired from the restudy phase (i.e., the difference in final recall between the groups who did and did not receive restudy was greater for participants who had taken initial tests). In Experiment 2, these findings were extended and replicated in an Internet sample to ensure the replicability and generalizability of the initial findings. Finally, in Experiment 3 we explored the role that enhanced organization may play in test-potentiated learning. Previous research had shown that testing enhances organization and that this enhancement partially underlies the testing effect (Zaromb & Roediger, 2010). We asked whether enhanced organization from testing might also underlie the testpotentiated learning effect. Psychon Bull Rev (2013) 20:507–513 report served as the stimuli. Each list contained words (e.g., nurse, sick, and lawyer) related to one target item (e.g., doctor) that never appeared in the list. All words were unrelated to the images used in the main experiment. The lists were studied in an order randomized across participants. Within each list of related words, items were presented in a random order. In the main task, the stimuli were 40 line drawings taken from the Snodgrass and Vanderwart (1980) norms. The images were chosen for their high name agreement (86 %–100 %) and depicted simple concrete nouns (e.g., a carrot). On study trials, the order of images was randomized for each participant. Design A 2 (initial tests: zero, three) ×2 (restudy, no restudy) between-subjects factorial design was used (see Fig. 1). Each participant was randomly assigned to one of four between-subjects conditions: initial tests and restudy (n = 43), initial tests but no restudy (n = 43), no initial tests but restudy (n = 44), or no initial tests and no restudy (n = 43). Prior to this main task, all of the participants completed a separate recall task, which was included as a baseline measure of individual memory performance. Procedure The participants were tested in groups of one to four. Instructions were presented on the computer and were the same for all participants. In Part 1 (the baseline measure), participants studied 45 words. Each word was presented individually on the screen for 3 s, with a 500-ms interstimulus interval. Participants were then given 3 min to recall as many of the items as they could in any order via the computer keyboard. During Part 2 (the main experiment), participants first studied 40 pictures, which were presented individually on the screen for 3 s, with a 250-ms interstimulus interval. The participants then worked on math problems for 30 s to eliminate primary memory effects. Next, those in conditions with initial testing were given 3 min to recall as many of the pictures as they could, in any order, by typing the na (...truncated)