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Updated: May 5, 2026

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

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Strengthening concept learning by repeated testing.

Carola Wiklund-Hörnqvist1, Bert Jonsson, Lars Nyberg

  • 1Department of Psychology, Umeå University, Sweden.

Scandinavian Journal of Psychology
|December 10, 2013
PubMed
Summary
This summary is machine-generated.

Repeated testing with feedback significantly improves learning and long-term retention of psychology concepts compared to rereading. This retrieval practice benefit holds true for all students, regardless of working memory capacity.

Keywords:
Test-enhanced learningfeedbacklong-term retentionmemoryretrieval practice

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Area of Science:

  • Cognitive Psychology
  • Educational Psychology

Background:

  • Rereading is a common study method, but its effectiveness for long-term learning is debated.
  • Retrieval practice, or testing, is known to enhance memory recall.

Purpose of the Study:

  • To compare the learning benefits of repeated testing with feedback versus rereading for introductory psychology concepts.
  • To assess the durability of the testing effect at immediate, short-term (18 days), and long-term (5 weeks) delays.

Main Methods:

  • Undergraduate students (n=83) participated in the study.
  • Learning was assessed using repeated testing with feedback and rereading conditions.
  • Testing effects were measured at three different time intervals post-intervention.

Main Results:

  • Repeated testing with feedback significantly outperformed rereading in enhancing learning across all delay intervals.
  • The benefits of repeated retrieval were observed in both short-term and long-term retention.
  • Working memory capacity did not moderate the positive effects of repeated testing.

Conclusions:

  • Repeated retrieval practice with feedback is a superior learning strategy compared to repeated encoding (rereading).
  • Educational systems should consider incorporating retrieval practice methods to improve student learning outcomes.
  • The effectiveness of retrieval practice is robust and not dependent on individual working memory capacity.