User:ACDragon2000/OLES2129/Draft

Not to be confused with the Testing Effect.

The Forward Testing Effect, also known as test potentiated new learning, is a psychological learning theory which suggests that testing of old information can enhance learning of new information. Unlike traditional learning theories which have established the positive effect testing has on retrieval of the same information, the forward testing effect instead suggests that the testing experience itself includes unique benefits which enhance the learning of new information. Hence, this memory effect is also distinct from the 'practice effect' which is defined by the APA Dictionary of Psychology as "any change or improvement that results from practice or repetition of task items or activities". This theory suggests that testing serves not only as a tool for assessment but as a learning tool. It indicates that educators should encourage students to study using testing techniques rather than restudying information repeatedly.

Empirical Evidence

Experimental design for Chan, Manley, Davis and Szpunar's (2018) three experiments.

Word Recall

The earliest documented study to observe the Forward Testing Effect was conducted in 1974 by Tulving and Watkins. They observed that the testing of one list enhanced recall of another, different list. At this point in time, the Forward Testing Effect had not yet been theorised, hence they state in their abstract that "the testing effects observed in these experiments are puzzling".

Further studies involving word pairs conducted by Szpunar, McDermott and Roediger in 2008 and Wahlheim in 2015 reported similar findings that participants who were tested on one list performed significantly better in a recall task for a completely different list, relative to those who only restudied the first list or performed a filler task.

The most recent word-based experiment which confirmed these findings was conducted by Chan, Manley, Davis and Szpunar in 2018. They specifically investigated whether The Forward Testing Effect persisted across different time delays. In their experiment, participants studied three word lists and were asked to recall these words, restudy them or complete math problems. Participants were then presented with a fourth word list on which they completed a free recall task. They found that testing of Lists 1-3 enhanced recall for List 4 across short (1min) and long (25min) time delays.

Theoretical Accounts