TY - JOUR A1 - Kubik, Veit A1 - Koslowski, Kenneth A1 - Schubert, Torsten A1 - Aslan, Alp T1 - Metacognitive judgments can potentiate new learning: The role of covert retrieval JF - Metacognition and Learning N2 - Interim tests of previously studied information can potentiate subsequent learning of new information, in part, because retrieval-based processes help to reduce proactive interference from previously learned information. We hypothesized that an effect similar to this forward testing effect would also occur when making judgments of (prior) learning (JOLs). Previous research showed that making JOLs likely prompts covert retrieval attempts and thereby enhances memory, specifically when providing only parts of previously studied information. This study examined the forward effect of different types of JOLs (i.e., with complete or partial prior study information available) on subsequent learning of new materials, compared to restudy and retrieval practice. In a between-subjects design, participants (N = 161) consecutively studied five lists of 20 words with the aim to recall as many of them on a final cumulative recall test. After the presentation of each of the first four lists, participants either restudied the list, made JOLs with complete words, made JOLs with word stems, or they were tested on word stems. Compared to restudy, practicing retrieval and making JOLs with word stems, but not JOLs with complete words, facilitated the List-5 interim recall performance and attenuated the number of intrusions from prior lists. The findings suggest that, similar to overt retrieval, making JOLs with incomplete information can enhance new learning to the extent that it elicits covert retrieval attempts. KW - Forward testing effect KW - Judgment of learning KW - Covert retrieval KW - Episodic memory KW - JOL reactivity Y1 - 2022 UR - https://doi.org/10.1007/s11409-022-09307-w ER - TY - JOUR A1 - Aslan, Alp A1 - Kubik, Veit T1 - Buildup and Release from Proactive Interference: The Forward Testing Effect in Children’s Spatial Memory JF - Journal of Experimental Child Psychology N2 - Previous work has indicated that testing can enhance memory for subsequently studied new information by reducing proactive interference from previously studied information. Here, we examined this forward testing effect in children’s spatial memory. Kindergartners (5–6 years) and younger (7–8 years) and older (9–10 years) elementary school children studied four successively presented 3 x 3 arrays, each composed of the same 9 objects. The children were asked to memorize the locations of the objects that differed across the four arrays. Following presentation of each of the first three arrays, memory for the object locations of the respective array was tested (testing condition) or the array was re-presented for additional study (restudy condition). Results revealed that testing Arrays 1 to 3 enhanced children’s object location memory for Array 4 relative to restudying. Moreover, children in the testing condition were less likely to confuse Array 4 locations with previous locations, suggesting that testing reduces the buildup of proactive interference. Both effects were found regardless of age. Thus, the current findings indicate that testing is an effective means to resolve proactive interference and, in this way, to enhance children’s learning and remembering of spatial information even before the time of school entry. KW - Cognitive development KW - Forward testing effect KW - Spatial memory KW - Test-enhanced learning in children KW - Proactive interference Y1 - 2024 U6 - https://doi.org/10.1016/j.jecp.2023.105838 VL - 240 PB - Elsevier ER -