Journal
PSYCHOLOGICAL SCIENCE
Volume 27, Issue 2, Pages 223-230Publisher
SAGE PUBLICATIONS INC
DOI: 10.1177/0956797615617778
Keywords
learning; memory; testing; retrieval practice; spacing
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Funding
- James S. McDonnell Foundation [29192G]
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We examined the impact of repeated testing and repeated studying on long-term learning. In Experiment 1, we replicated Karpicke and Roediger's (2008) influential results showing that once information can be recalled, repeated testing on that information enhances learning, whereas restudying that information does not. We then examined whether the apparent ineffectiveness of restudying might be attributable to the spacing differences between items that were inherent in the between-subjects design employed by Karpicke and Roediger. When we controlled for these spacing differences by manipulating the various learning conditions within subjects in Experiment 2, we found that both repeated testing and restudying improved learning, and that learners' awareness of the relative mnemonic benefits of these strategies was enhanced. These findings contribute to understanding how two important factors in learningtest-induced retrieval processes and spacingcan interact, and they illustrate that such interactions can play out differently in between-subjects and within-subjects experimental designs.
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