The forward testing effect after a 1-day delay across dissimilar video lessons

Abstract

Being tested on previously learned material has been shown to enhance the learning of subsequently encountered material (i.e., the forward testing effect). Some cognitive theories predict that the magnitude of the forward testing effect is not dependent on the content in the previously learned and to-be-learned material (content-general theories), while other theories predict that it does depends on the similarity (content-specific theories). To adjudicate between these broad theories, participants viewed one of four lessons that were similar or dissimilar on two dimensions, academic domain and presentation structure, relative to a second lesson. After the first lesson, participants were either tested or restudied the material. Then they viewed the second lesson and were tested on the material. Results showed an overall forward testing effect across all four lessons, and the magnitude of the effect was not significantly different between the lessons, providing support for content-general theories of the forward testing effect.