Abstract Performing retrieval practice of previously studied material can enhance subsequent learning of new material. This potentiating effect of interpolated testing has been extensively investigated in multi-list learning paradigms. However, extant studies in this literature have manipulated interpolated testing in a binary manner, such that participants either took a test after every list or they are not tested until the final list. In reality, when students prepare for an exam, they are unlikely to test themselves consistently at regular intervals. Therefore, a critical question is whether interpolated testing would potentiate new learning when interpolated testing stops but encoding continues. In four experiments, we compared memory performance across participants who received an interpolated test after every list, received no interpolated tests, or received interpolated tests during only the early lists. Results showed that retrieval enhanced new learning even when testing was terminated early, although the benefits were weakened substantially. Further, participants’ test expectancy ratings and semantic clustering scores provide support for the idea that retrieval promotes new learning by independently enhancing attentional and organizational processes.

中文翻译：

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当检索停止但新的学习继续时，检索是否会加强新的学习？

摘要 对先前学习过的材料进行检索练习，可以增强后续对新材料的学习。已在多列表学习范式中广泛研究了内插测试的这种增强效果。然而，该文献中现有的研究以二元方式操纵插值测试，这样参与者要么在每个列表之后进行测试，要么直到最终列表才进行测试。实际上，当学生准备考试时，他们不太可能定期对自己进行一致的测试。因此，一个关键的问题是，当内插测试停止但编码继续时，内插测试是否会加强新的学习。在四个实验中，我们比较了在每个列表后接受插值测试的参与者的记忆性能，未收到内插测试，或仅在早期列表中收到内插测试。结果表明，即使提前终止测试，检索也能增强新的学习，尽管这种好处大大减弱。此外，参与者的测试期望评级和语义聚类分数为检索通过独立增强注意力和组织过程促进新学习的想法提供支持。