Far transfer of retrieval-practice benefits: rule-based learning as the underlying mechanism.

Abstract

Benefits of self-testing for learning have been consistently shown for simple materials such as word lists learned by rote memorization. Considerably less evidence for such benefits exists for complex, more educationally relevant materials and its application to new situations. The present study explores the mechanisms underlying this transfer. To this end, a typical retrieval-practice-effect paradigm was applied to foster the learning of an artificial language. Participants either repeatedly studied grammatically correct exemplar sentences of the artificial language or engaged in a cloze test as the interim testafter learning. To assess far transfer, participants in both groups of restudy and retrieval practice engaged in a grammaticality judgment test after a delay of 5min and 1week. In addition, participants in both groups completed a final memory test (i.e., a cloze test identical to the initial test) 1week after learning. In addition to a long-term memory benefit of retrieval practice,results revealed alsoa retrieval-practicebenefit in the far-transfer test after the 1-week delay. The findings further support the view that far transfer is supported by learning the underlying grammatical rules as opposed to memorizing the material. Thus, retrieval practice is also effective for fostering learning of complex materials and, even more importantly, for promoting transfer of learning-a crucial goal in modern educational practices.