The application of knowledge to new contexts (i.e., transfer) is a central aim of learning processes and has become a new focus of testing effect research. In a quasi‐experimental design, we investigated the transfer of retrieval practice effects on English vocabulary learning on eighth‐grade students (N = 182) by applying a typical testing effect study paradigm including study, initial test or restudy, and final test. The final test comprised four test formats, one identical to the initial test (non‐transfer context), and three deviating from the initial test (transfer context). Comparing testing and restudy conditions yielded a significant multivariate effect of testing across all final test formats and significant univariate effects in three of the four test formats. Comparing transfer and non‐transfer contexts revealed smaller retrieval practice effects when transfer was required. The results are discussed against the theoretical background of transfer‐appropriate‐processing, elaborative retrieval, and a distribution‐based model of retrieval.

中文翻译：

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测试和转移：在学校英语词汇学习中跨测试格式的检索练习效果

将知识应用于新环境（即转移）是学习过程的中心目标，并且已成为测试效果研究的新焦点。在准实验设计中，我们调查了八年级学生（N= 182），通过应用典型的测试效果研究范式，包括研究，初始测试或重新研究以及最终测试。最终测试包含四种测试格式，一种与初始测试相同（非传输上下文），三种与初始测试不同（传输上下文）。比较测试和再研究条件会在所有最终测试格式中产生显着的多变量测试效果，在四种测试格式中的三种中产生显着的单变量效果。比较传输和非传输上下文显示，在需要传输时，检索实践的效果较小。在转移适当处理，精细检索和基于分布的检索模型的理论背景下讨论了结果。