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Buildup and Release from Proactive Interference: The Forward Testing Effect in Children’s Spatial Memory

  • 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.
Metadaten
Author:Alp AslanORCiD, Veit KubikORCiD
DOI:https://doi.org/10.1016/j.jecp.2023.105838
Parent Title (English):Journal of Experimental Child Psychology
Publisher:Elsevier
Document Type:Article (peer reviewed)
Language:English
Publication Year:2024
Tag:Cognitive development; Forward testing effect; Proactive interference; Spatial memory; Test-enhanced learning in children
Volume:240
Article Number:105838
Peer reviewed:Ja
Funding Agency:Anschubfinanzierung der TH Rosenheim (Hightech Agenda)
faculties / departments:Fakultät für Sozialwissenschaften
Dewey Decimal Classification:1 Philosophie und Psychologie / 15 Psychologie