Abstract
Language-switching costs arise when learners encode information in one language and subsequently recall that information in a different language. The assumed cognitive mechanism behind these costs is the principle of encoding specificity that implies language-dependent representations of information. The aim of our study was to test this mechanism and to gain insights into the impact of language-switching on subsequent learning. To this end, we used retrieval-based learning as a carrier-paradigm. In a 2×3-design, 117 participants learned mathematical concepts with a practice-test or a restudy opportunity (within-subjects factor). In addition, the sample was divided into three groups regarding language-switching (between-subjects factor): one group without switching, one switched for the final tests, and one switched between initial learning and subsequent learning. Results show the expected main effects: participants performed better for the items learned via retrieval-based learning (testing-effect) and worse in conditions with language-switching (language-switching-costs). Most importantly, we were able to find an interaction between learning condition and language-switching: retrieval-based learning suffers particularly from language-switching. Additionally, our results indicate that language switching before subsequent learning seems to be particularly detrimental. These results provide both validation for encoding specificity as mechanism underlying language-switching costs and new information on the impact of the time of language-switching that can be considered in educational designs such as "Content and Language Integrated Learning."