Testing enhances learning across a range of episodic memory abilities

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Benefits from retrieval practice are greater for students with lower working memory capacity

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Does retrieval practice enhance learning and transfer relative to restudy for term-definition facts?

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The Testing Effect in the Lecture Hall: Does it Depend on Learner Prerequisites?

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Do children use logic to spell logician? Implicit versus explicit teaching of morphological spelling rules

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Interaction between the testing and forward testing effects in the case of Cued-Recall: Implications for Theory, individual difference Studies, and application

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A scoping review of research on individual differences in the testing effect paradigm

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Do individual differences in working memory capacity, episodic memory ability, or fluid intelligence moderate the pretesting effect?

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Individual differences in fluid intelligence moderate the interleaving effect for perceptual category learning

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Cognitive perspectives on maintaining physicians’ medical expertise: IV. Best practices and open questions in using testing to enhance learning and retention

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Retrieval practice can improve classroom review despite low practice test performance

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Does the testing effect depend on presentation modality?

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Testing the dual-memory framework: individual differences in the magnitude of the retrieval practice effect and fluid intelligence

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The Benefits of Testing: Individual Differences Based on Student FactorsPreprint

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The replicability of the negative testing effect: differences across participant populations

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Individual differences in the effects of retrieval from long-term memory

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When the Forward Testing Effect Confounds the Testing Effect: Implications for Theory and Individual DifferencesPreprint

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The benefits of testing: Individual differences based on student factors

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A learning method for all: the testing effect is independent of cognitive ability.

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