The DOI matches its Crossref record; 19 of the 19 references it cites were found in a registry or an index.
The Testing Effect and the Retention Interval: Questions and Answers
Abstract
People learn from tests. Providing tests often enhances retention more than additional study opportunities, but is this testing effect mediated by processes related to retrieval that are fundamentally different from study processes? Some previous studies have reported that testing enhances retention relative to additional studying, but only after a relatively long retention interval. To the extent that this interaction with retention interval dissociates the effects of studying and testing, it may provide crucial evidence for different underlying processes. However, these findings can be questioned because of methodological differences between the study and the test conditions. In two experiments, we eliminated or minimized the confounds that rendered the previous findings equivocal and still obtained the critical interaction. Our results strengthen the evidence for the involvement of different processes underlying the effects of studying and testing, and support the hypothesis that the testing effect is grounded in retrieval-related processes.
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“Other studies, too, have suggested that the benefit of prior testing increases over time (Toppino & Cohen 2009), and this pattern can also be seen in a meta-analysis (Rowland 2014), which also demonstrates that a retrieval practice effect often does exist at shorter intervals.”
From Practicing Retrieval Facilitates Learning (2021) · cites this paper as Toppino & Cohen 2009
Citations
Cites
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Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013) · Psychological Science in the Public Interest · doi:10.1177/1529100612453266 · Cited by 3,138
The critical role of retrieval practice in long-term retention
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Rowland, C. A. (2014) · Psychological Bulletin · doi:10.1037/a0037559 · Cited by 1,066
Rethinking the Use of Tests: A Meta-Analysis of Practice Testing
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Metadata
- Authors
- Toppino, T. C., & Cohen, M. S.
- Affiliations
- Villanova University (US)
- Venue
- Experimental Psychology
- Publisher
- Hogrefe Publishing Group
- Published
- 2009-01
- Volume
- 56
- Issue
- 4
- Pages
- 252-257
- ISSN
- 0949-3964 (ISSN-L)
- 1618-3169
- 2190-5142
- OpenAlex
- W1684927232
- Cited by
- 160
- References
- 19
- Citations by year
- 2026: 1 · 2025: 6 · 2024: 9 · 2023: 14 · 2022: 10 · 2021: 15 · 2020: 9 · 2019: 13 · 2018: 8 · 2017: 8 · 2016: 9 · 2015: 17 · 2014: 13 · 2013: 11 · 2012: 5
- FWCI
- 2.74
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Experimental Psychology (formerly Zeitschrift für Experimentelle Psychologie) (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Life Sciences › Neuroscience › Cognitive Neuroscience › Memory Processes and Influences
- Life Sciences › Neuroscience › Cognitive Neuroscience › Memory and Neural Mechanisms
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Keywords
- testing effect, retention interval, memory retention, retrieval practice, retrieval processes
- MeSH terms
- Attention, Educational Measurement, Humans, Memory, Short-Term, Paired-Associate Learning, Practice, Psychological, Problem Solving, Retention, Psychology, Vocabulary, Multilingualism
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