Boustani, Shaun; Owens, Caleb; (2020) Does testing potentiate new learning that is equal to, or greater than, initial learning? Evidence for Resource Depletion Accounts. Presented at: 61st Annual Meeting of the Psychonomic Society, Virtual conference.

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Abstract

Previous testing can potentiate greater new learning of subsequently presented materials than restudy (TPNL). When using integrated expository texts, earlier research has indicated that learning following testing is greater than original learning (Wissman, Rawson, & Pyc, 2011). This finding is important to resource theories of TPNL which argue that the effect is produced by retrieval practice sustaining initial levels of cognitive resources across trials, whereas restudy expends those resources. However, the expository materials utilised in Wissman, et al (2011) limits the generalisability of the results as those materials would naturally benefit from increased original learning and inter-section integration. The current study aimed to conceptually replicate this research and examined the degree of original and new learning using lists of unrelated words. In two experiments it was found that retrieval did not promote new learning to a greater degree than initial learning and maintained performance across several trials. It was also found that restudy tasks negatively impacted new learning, but this was not due to increased proactive interference. The implications of these results for resource depletion accounts are discussed.

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