On the reliability of retrieval-induced forgetting.

Memory is modified through the act of retrieval. Although retrieving a target piece of information may strengthen the retrieved information itself, it may also serve to weaken retention of related information. This phenomenon, termed retrieval-induced forgetting, has garnered substantial interest for its implications as to why forgetting occurs.

The effect of testing versus restudy on retention: a meta-analytic review of the testing effect.

Engaging in a test over previously studied information can serve as a potent learning event, a phenomenon referred to as the testing effect. Despite a surge of research in the past decade, existing theories have not yet provided a cohesive account of testing phenomena. The present study uses meta-analysis to examine the effects of testing versus restudy on retention.

Benefits of testing for nontested information: retrieval-induced facilitation of episodically bound material.

Testing is a powerful means to boost the retention of information. The extent to which the benefits of testing generalize to nontested information, however, is not clear. In three experiments, we found that completing cued-recall tests for a subset of studied materials enhanced retention for the specific information tested, as well as for associated, nontested information during later free-recall testing.

Testing effects in mixed- versus pure-list designs.

In the present study, we investigated the role of list composition in the testing effect. Across three experiments, participants learned items through study and initial testing or study and restudy. List composition was manipulated, such that tested and restudied items appeared either intermixed in the same lists (mixed lists) or in separate lists (pure lists).

Mnemonic benefits of retrieval practice at short retention intervals.

The testing effect refers to the retention benefit conferred by prior retrieval of information from memory. Although the testing effect is a robust phenomenon, a common assumption is that reliable memory benefits only emerge after long retention intervals of days or weeks. The present study focused on potential test-induced retention benefits for brief retention intervals on the order of minutes and tens of seconds.