Age difference in the forward testing effect: The roles of strategy change and release from proactive interference

Abstract

Testing of previously studied information potentiates subsequent learning of new information, a phenomenon referred to as the forward testing effect (FTE). The current study aimed to investigate whether semantic processing strategy-change and release-from-PI (proactive interference), mediate the FTEs in adults and children. Third-grade children and adults were instructed to study four categorical word lists, then either restudied or were tested following studying each of Lists 1–3, and took an interim test on List 4. Results demonstrated that the FTE generalized to children and adults. More importantly, a moderated, multiple mediation analysis revealed that age moderated the indirect effect of interim task (test vs. restudy) on List 4 recall performance through semantic processing strategy-change. Specifically, the mediation effect of semantic processing strategy-change was only detected in adults but not in children. By contrast, the mediation effect of release-from-PI was evident for both children and adults. Furthermore, release-from-PI, by comparison with semantic processing strategy-change, contributed more importantly to the FTE. These findings provide novel insights into the development trajectory of mechanisms underlying the FTE.