Editing Testing effect (section)

=== Repeated testing ===
{{Main|Spaced repetition}}
Repeated testing have shown statistical significance<ref>{{Cite journal|last=Estes|first=W. K.|date=1955|title=Statistical theory of distributional phenomena in learning|url=https://pubmed.ncbi.nlm.nih.gov/13254976/|journal=Psychological Review|volume=62|issue=5|pages=369–377|doi=10.1037/h0046888|issn=0033-295X|pmid=13254976}}</ref> and results getting better than repeated studying<ref name=":12">{{Cite journal|last=Butler|first=Andrew C.|date=2010|title=Repeated testing produces superior transfer of learning relative to repeated studying|url=https://pubmed.ncbi.nlm.nih.gov/20804289/|journal=Journal of Experimental Psychology: Learning, Memory, and Cognition|volume=36|issue=5|pages=1118–1133|doi=10.1037/a0019902|issn=1939-1285|pmid=20804289}}</ref><ref name=":4">{{cite journal|last1=Roediger|first1=H. L.|last2=Karpicke|first2=J. D.|date=2006|title=Test-Enhanced Learning: Taking Memory Tests Improves Long-Term Retention|url=http://psych.wustl.edu/memory/Roddy%20article%20PDF%27s/Roediger%20%26%20Karpicke%20%282006%29_PsychSci.pdf|journal=Psychological Science|volume=17|issue=3|pages=249–255|doi=10.1111/j.1467-9280.2006.01693.x|pmid=16507066|access-date=17 August 2015|s2cid=16067307|archive-date=13 May 2015|archive-url=https://web.archive.org/web/20150513043900/http://psych.wustl.edu/memory/Roddy%20article%20PDF%27s/Roediger%20%26%20Karpicke%20%282006%29_PsychSci.pdf|url-status=dead}}</ref> which could be due to testing creating multiple retrieval routes for memory,<ref>{{Cite journal|last=Martin|first=E.|date=1968|title=Stimulus meaningfulness and paired-associate transfer: an encoding variability hypothesis|url=https://pubmed.ncbi.nlm.nih.gov/4879426/|journal=Psychological Review|volume=75|issue=5|pages=421–441|doi=10.1037/h0026301|issn=0033-295X|pmid=4879426}}</ref> allowing individuals to form lasting connections between items,<ref>{{Cite journal|last1=McDaniel|first1=Mark A.|last2=Fisher|first2=Ronald P.|date=1991-04-01|title=Tests and test feedback as learning sources|url=https://dx.doi.org/10.1016/0361-476X%2891%2990037-L|journal=Contemporary Educational Psychology|language=en|volume=16|issue=2|pages=192–201|doi=10.1016/0361-476X(91)90037-L|issn=0361-476X|url-access=subscription}}</ref> or blocking information together<ref name=":82">{{Cite journal|last1=Schneider|first1=Vivian I.|last2=Healy|first2=Alice F.|last3=Bourne|first3=Lyle E.|date=2002-02-01|title=What Is Learned under Difficult Conditions Is Hard to Forget: Contextual Interference Effects in Foreign Vocabulary Acquisition, Retention, and Transfer|url=https://www.sciencedirect.com/science/article/pii/S0749596X0192813X|journal=Journal of Memory and Language|language=en|volume=46|issue=2|pages=419–440|doi=10.1006/jmla.2001.2813|issn=0749-596X|url-access=subscription}}</ref> which can help with memory retention<ref>{{cite journal|last1=Karpicke|first1=J. D.|last2=Blunt|first2=J. R.|year=2011|title=Retrieval practice produces more learning than elaborate studying with concept of mapping|journal=Science|volume=331|issue=6018|pages=772–775|doi=10.1126/science.1199327|pmid=21252317|s2cid=206530594|doi-access=free}}</ref> and schema recall.<ref>{{Cite journal|last1=Zaromb|first1=Franklin M.|last2=Roediger|first2=Henry L.|date=2010-12-01|title=The testing effect in free recall is associated with enhanced organizational processes|url=https://doi.org/10.3758/MC.38.8.995|journal=Memory & Cognition|language=en|volume=38|issue=8|pages=995–1008|doi=10.3758/MC.38.8.995|pmid=21156864|s2cid=30462402|issn=1532-5946|url-access=subscription}}</ref> Using [[spaced repetition]] has shown an increase on the testing effect<ref>{{cite journal|last1=Mulligan|first1=N. W.|last2=Peterson|first2=D. J.|year=2015|title=The negative testing and negative generation effects are eliminated by delay|journal=Journal of Experimental Psychology: Learning, Memory, and Cognition|volume=41|issue=4|pages=1014–1025|doi=10.1037/xlm0000070|pmid=25329076}}</ref><ref>{{Cite journal|last=Jacoby|first=Larry L.|date=1978-12-01|title=On interpreting the effects of repetition: Solving a problem versus remembering a solution|url=https://www.sciencedirect.com/science/article/pii/S0022537178903936|journal=Journal of Verbal Learning and Verbal Behavior|language=en|volume=17|issue=6|pages=649–667|doi=10.1016/S0022-5371(78)90393-6|issn=0022-5371|url-access=subscription}}</ref> with a greater impact with a delay in testing,<ref>{{Cite journal|last=Modigliani|first=Vito|date=1976|title=Effects on a later recall by delaying initial recall.|url=http://doi.apa.org/getdoi.cfm?doi=10.1037/0278-7393.2.5.609|journal=Journal of Experimental Psychology: Human Learning and Memory|language=en|volume=2|issue=5|pages=609–622|doi=10.1037/0278-7393.2.5.609|issn=0096-1515|url-access=subscription}}</ref> but the delay could lead to forgetting<ref>{{Cite journal|last=Chan|first=Jason C.K.|date=2009|title=When does retrieval induce forgetting and when does it induce facilitation? Implications for retrieval inhibition, testing effect, and text processing|url=https://linkinghub.elsevier.com/retrieve/pii/S0749596X09000461|journal=Journal of Memory and Language|language=en|volume=61|issue=2|pages=153–170|doi=10.1016/j.jml.2009.04.004}}</ref> or [[retrieval-induced forgetting]].

Delaying the test after a session can have a greater impact<ref name=":14">{{cite journal|last1=Karpicke|first1=J. D.|last2=Roediger|first2=H. L.|year=2008|title=The critical importance of retrieval for learning|journal=Science|volume=319|issue=5865|pages=966–968|bibcode=2008Sci...319..966K|citeseerx=10.1.1.408.8947|doi=10.1126/science.1152408|pmid=18276894|s2cid=32693}}</ref> so studying in the day should be tested in the evening with a delay, but studying in the evening should have an immediate test due the effect sleep has on memory.<ref>{{Cite journal|last1=Kroneisen|first1=Meike|last2=Kuepper-Tetzel|first2=Carolina E.|date=March 2021|title=Using Day and Night – Scheduling Retrieval Practice and Sleep|url=http://journals.sagepub.com/doi/10.1177/1475725720965363|journal=Psychology Learning & Teaching|language=en|volume=20|issue=1|pages=40–57|doi=10.1177/1475725720965363|s2cid=226345154|issn=1475-7257|url-access=subscription}}</ref> Despite divided attention being thought to decrease the testing effect, if it is from a different medium it could enhance the effect.<ref name=":11" />

The rate of forgetting is not affected by the speed<ref>{{Cite web|title=Normal forgetting of verbal lists as a function of their degree of learning.|url=https://content.apa.org/record/1984-05823-001|access-date=2021-12-06|website=content.apa.org|language=en}}</ref> or degree of learning<ref>{{Cite journal|last=Underwood|first=Benton J.|date=1964-04-01|title=Degree of learning and the measurement of forgetting|url=https://www.sciencedirect.com/science/article/pii/S0022537164800281|journal=Journal of Verbal Learning and Verbal Behavior|language=en|volume=3|issue=2|pages=112–129|doi=10.1016/S0022-5371(64)80028-1|issn=0022-5371|url-access=subscription}}</ref> but by the type of practice involved.<ref name=":14" />