Uploaded January 2025 | Updated September 2026, 2 hours ago
Some study effects do more than help you learn what you're studying. They help you learn what you haven't even studied yet.
00:00 Introduction
00:18 The study design
2:02 The results
2:48 What’s going on?
4:28 Where you can learn more
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I was a little hand-wavy about what's going on that makes the forward effect of testing, which is what I'm discussing in the video, work. One of the more intriguing ideas is that testing (and perhaps it's simply the act of retrieval) "resets" the brain's encoding process, so it starts again with the second list prepared to learn. You can read more about this in the Pastötter & Bäuml piece cited below.
Edited by Presage: https://www.presage.media/
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References:
For a general overview of the effect I discuss in the video (the forward effect of testing), see this piece:
Pastötter, B., & Bäuml, K. H. T. (2014). Retrieval practice enhances new learning: the forward effect of testing. Frontiers in psychology, 5, 286. frontiersin.org/articles/10.3389/fpsyg.2014.00286/full?fbclid=IwAR0f9kDstcGK6c76px0xj9LxYMe39WWCQ7C5SFXCoQ3n0vBC9bj4q-S_CG0
The study design I outlined is similar to the ones found in:
Szpunar, K. K., McDermott, K. B., & Roediger III, H. L. (2008). Testing during study insulates against the buildup of proactive interference. Journal of Experimental Psychology: Learning, Memory, and Cognition, 34(6), 1392. http://psychnet.wustl.edu/memory/wp-content/uploads/2018/04/Szpunar-et-al-2008_JEPLMC.pdf
For a well-written piece on closely related research (the effect of pre-testing or pre-questioning), see:
Pan, S. C., & Carpenter, S. K. (2023). Prequestioning and pretesting effects: a review of empirical research, theoretical perspectives, and implications for educational practice. Educational Psychology Review, 35(4), 97. link.springer.com/content/pdf/10.1007/s10648-023-09814-5.pdf
For a general overview of the effect of frequent testing in the classroom, see:
Yang, C., Luo, L., Vadillo, M. A., Yu, R., & Shanks, D. R. (2021). Testing (quizzing) boosts classroom learning: A systematic and meta-analytic review. Psychological Bulletin. gwern.net/docs/spacedrepetition/2021-yang.pdf
Some study effects do more than help you learn what you're studying. They help you learn what you haven't even studied yet.
00:00 Introduction
00:18 The study design
2:02 The results
2:48 What’s going on?
4:28 Where you can learn more
Join my learning community: benjaminkeep.com/community
I was a little hand-wavy about what's going on that makes the forward effect of testing, which is what I'm discussing in the video, work. One of the more intriguing ideas is that testing (and perhaps it's simply the act of retrieval) "resets" the brain's encoding process, so it starts again with the second list prepared to learn. You can read more about this in the Pastötter & Bäuml piece cited below.
Edited by Presage: https://www.presage.media/
I support an organization called GiveInternet.org (giveinternet.org/) that provides internet access and educational opportunities to students in need worldwide. Learn more at giveinternet.org/. If you choose to donate, please use this donation link to double your impact: giveinternet.org/BenjaminKeep.
References:
For a general overview of the effect I discuss in the video (the forward effect of testing), see this piece:
Pastötter, B., & Bäuml, K. H. T. (2014). Retrieval practice enhances new learning: the forward effect of testing. Frontiers in psychology, 5, 286. frontiersin.org/articles/10.3389/fpsyg.2014.00286/full?fbclid=IwAR0f9kDstcGK6c76px0xj9LxYMe39WWCQ7C5SFXCoQ3n0vBC9bj4q-S_CG0
The study design I outlined is similar to the ones found in:
Szpunar, K. K., McDermott, K. B., & Roediger III, H. L. (2008). Testing during study insulates against the buildup of proactive interference. Journal of Experimental Psychology: Learning, Memory, and Cognition, 34(6), 1392. http://psychnet.wustl.edu/memory/wp-content/uploads/2018/04/Szpunar-et-al-2008_JEPLMC.pdf
For a well-written piece on closely related research (the effect of pre-testing or pre-questioning), see:
Pan, S. C., & Carpenter, S. K. (2023). Prequestioning and pretesting effects: a review of empirical research, theoretical perspectives, and implications for educational practice. Educational Psychology Review, 35(4), 97. link.springer.com/content/pdf/10.1007/s10648-023-09814-5.pdf
For a general overview of the effect of frequent testing in the classroom, see:
Yang, C., Luo, L., Vadillo, M. A., Yu, R., & Shanks, D. R. (2021). Testing (quizzing) boosts classroom learning: A systematic and meta-analytic review. Psychological Bulletin. gwern.net/docs/spacedrepetition/2021-yang.pdf
