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Direct linkHalamish, Vered; Bjork, Robert A. – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2011
Tests, as learning events, can enhance subsequent recall more than do additional study opportunities, even without feedback. Such advantages of testing tend to appear, however, only at long retention intervals and/or when criterion tests stress recall, rather than recognition, processes. We propose that the interaction of the benefits of testing…
Descriptors: Feedback (Response), Intervals, Testing, Memory
