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Repeated testing produces superior transfer of learning relative to repeated studying.
Abstract
The present research investigated whether test-enhanced learning can be used to promote transfer. More specifically, 4 experiments examined how repeated testing and repeated studying affected retention and transfer of facts and concepts. Subjects studied prose passages and then either repeatedly restudied or took tests on the material. One week later, they took a final test that had either the same questions (Experiment 1a), new inferential questions within the same knowledge domain (Experiments 1b and 2), or new inferential questions from different knowledge domains (Experiment 3). Repeated testing produced superior retention and transfer on the final test relative to repeated studying. This finding indicates that the mnemonic benefits of test-enhanced learning are not limited to the retention of the specific response tested during initial learning but rather extend to the transfer of knowledge in a variety of contexts.
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“Regardless of the spacing, there is evidence to suggest that repeated retrieval sessions with corrective feedback improves long-term retention (Butler, 2010; Karpicke & Roediger, 2007b; Tse et al., 2010); for a review, see (Binks, 2018).”
From Does difficulty moderate learning? A comparative analysis of the desirable difficulties framework and cognitive load theory (2025) · cites this paper as Butler, 2010
In the citing paper
“The phenomenon of retrieval-induced facilitation has ties to the literature on transfer, which has shown that retrieval practice can enhance near transfer (Butler 2010, Kang et al. 2011, Rohrer et al. 2010).”
From Practicing Retrieval Facilitates Learning (2021) · cites this paper as Butler 2010
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“This dependent measure consisted of 40 questions, 10 on each lecture—two questions in each of five categories adapted from Butler (2010): facts, seduc-tive details, concepts, same-domain inferences (inferences), and new-domain inferences (applications).”
BackgroundEight Ways to Promote Generative Learning
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“…testing effect with more meaningful learning materials such as prose passages (e.g., Roediger and Karpicke 2006), more meaningful learning outcomes such as transfer (e.g., Butler 2010; Johnson and Mayer 2009), and more diverse student populations such as young children (e.g., Karpicke et al. 2014).”
Background
Metadata
- Authors
- Butler, A. C.
- Affiliations
- Washington University in St. Louis (US)
- Corresponding author
- Butler, Andrew C.
- ORCID
- Butler, Andrew C.
- Venue
- Journal of Experimental Psychology: Learning, Memory, and Cognition
- Published
- 2010
- Volume
- 36
- Issue
- 5
- Pages
- 1118-1133
- ISSN
- 0278-7393 (ISSN-L)
- 1939-1285
- OpenAlex
- W2115033623
- Cited by
- 492
- References
- 92
- Citations by year
- 2026: 15 · 2025: 28 · 2024: 41 · 2023: 47 · 2022: 30 · 2021: 31 · 2020: 34 · 2019: 34 · 2018: 48 · 2017: 24 · 2016: 27 · 2015: 41 · 2014: 28 · 2013: 22 · 2012: 24
- FWCI
- 12.61
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Experimental Psychology Learning Memory and Cognition (publishedVersion)
- PubMed (publishedVersion)
- Funders
- James S. McDonnell Foundation
- Topics
- Life Sciences › Neuroscience › Cognitive Neuroscience › Memory Processes and Influences
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Life Sciences › Neuroscience › Cognitive Neuroscience › Memory and Neural Mechanisms
- Keywords
- retrieval practice, retesting, transfer of learning, retention, inferential questions, knowledge domains
- MeSH terms
- Adult, Analysis of Variance, Cues, Humans, Learning, Practice, Psychological, Mental Recall, Retention, Psychology
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