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Related Experiment Video

Updated: Jun 17, 2026

Using Practice Testing, Public Speaking, and Source Monitoring to Examine the Influences of Learning Strategies and Stress on Episodic Memory

Using Practice Testing, Public Speaking, and Source Monitoring to Examine the Influences of Learning Strategies and Stress on Episodic Memory

Published on: June 14, 2019

Tests enhance the transfer of learning.

Doug Rohrer¹, Kelli Taylor, Brandon Sholar

¹Department of Psychology, University of South Florida, Tampa, FL 33620, USA. drohrer@cas.usf.edu

Journal of Experimental Psychology. Learning, Memory, and Cognition

|January 8, 2010

Summary

Testing improves learning, even when the final test requires applying knowledge to new situations. This study found the testing effect was slightly larger for transfer tests.

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Advancing Dyslexia Assessment in Children Through Computerized Testing

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Published on: August 16, 2024

Area of Science:

Cognitive Psychology
Educational Psychology

Background:

The testing effect demonstrates improved learning performance when study includes retrieval practice.
Typically, studies use identical final tests, but transfer of learning is crucial for real-world application.

Purpose of the Study:

To investigate whether the testing effect persists and its magnitude when final tests require transfer of learning.
To challenge the assumption that transfer reduces the testing effect.

Main Methods:

Two experiments involving 4th and 5th graders learning map locations.
Participants completed a learning session, followed by a final test 1 day later.
Final tests included both identical tasks and novel, more challenging transfer tasks.

Main Results:

Testing effects were observed for both identical and transfer final tests.
The testing effect was not smaller for transfer tests; it was marginally larger.

Conclusions:

Retrieval practice enhances learning and promotes transfer of knowledge.
The testing effect is robust and beneficial even when learning requires flexible application to new contexts.