Retrieval potentiates new learning: A theoretical and meta-analytic review.

Retrieval practice also enhances learning of new information (the forward testing effect or test-potentiated new learning).

“as well as the learning of new information, an effect known as the forward testing effect (FTE) or test-potentiated new learning (TPNL; Chan, Meissner, Davis, 2018).”

The FTE is typically studied by comparing an interim test group with a non-retrieval activity group, and the key outcome is enhanced final test recall of the last chunk in the interim test group.

“The FTE is typically studied in experiments which compare an interim test group (equivalent to the small grain size group in Figure 1) with an otherwise identical group that engages in some other non-retrieval activity (often restudy) in place of the interim tests. The key outcome - the FTE - refers to the finding that final test recall of the last chunk of material is enhanced in the interim test”

One potential causal factor of the grain size effect is that interim tests potentiate new learning.

“As discussed, one potential causal factor of the grain size effect is that interim tests potentiate new learning (Chan et al., 2018).”

The forward testing effect increases with number of interim tests.

“The change from 3 to 4 lists was aimed at increasing the magnitude of any forward testing effect, which increases with number of interim tests (Chan et al., 2018).”

A recent meta-analysis found a medium-large forward testing effect (Hedges' g = 0.61) in studies using a standard procedure and a restudy control.

“This effect size was chosen as a recent meta-analysis found a medium-large forward testing effect (Hedges' g = 0.61; Chan et al., 2018) in studies using a standard procedure and a restudy control.”

When later study opportunities are provided, prior tests can enable a learner to benefit more from future re-encoding (test-potentiated learning) or even to learn more novel information (test-potentiated new learning).

“when later study opportunities are provided, prior tests can enable a learner to benefit more from the future re-encoding opportunity (an effect known as test-potentiated learning; see, e.g., Arnold & McDermott 2013a,b) or even to learn more novel information (i.e., test-potentiated new learning; see Chan et al. 2018, Pastötter & Bäuml 2014, Szpunar et al. 2008).”