Do testing effects change over time? Insights from immediate and delayed retrieval speed

@article{vandenBroek2014DoTE,
  title={Do testing effects change over time? Insights from immediate and delayed retrieval speed},
  author={Gesa S. E. van den Broek and Eliane Segers and Atsuko Takashima and Ludo Verhoeven},
  journal={Memory},
  year={2014},
  volume={22},
  pages={803 - 812}
}
Retrieving information from memory improves recall accuracy more than continued studying, but this testing effect often only becomes visible over time. In contrast, the present study documents testing effects on recall speed both immediately after practice and after a delay. A total of 40 participants learned the translation of 100 Swahili words and then further restudied the words with translations or retrieved the translations from memory during testing. As in previous experiments, recall… 
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The Direct Testing Effect Is Pervasive in Action Memory: Analyses of Recall Accuracy and Recall Speed
TLDR
Repeated retrieval practice, relative to repeated restudy and study-only practice, reduced the recall decrement over the long delay, and enhanced phrases’ recall speed already after 2 min, and this independently of type of encoding and recall test.
Testing the primary and convergent retrieval model of recall: Recall practice produces faster recall success but also faster recall failure
TLDR
A linear ballistic accumulator model was fit to latency distributions, and model comparison determined that these effects reflect differences in drift rates, as predicted by the PCR model.
Learning to recall: Examining recall latencies to test an intra-item learning theory of testing effects
Testing can facilitate forgetting of tested items
TLDR
Results suggest that taking a test on a target item facilitates forgetting of the very same item for a short interval of time, a possible reason for the late appearance of the testing effect.
Retrieval Practice Improves Recollection-Based Memory Over a Seven-Day Period in Younger and Older Adults
TLDR
It is shown that both young and older adults benefited from RP, however, the older participants benefited to a lesser extent and the RPE was present immediately after learning on Day 1 and 7 days later, with no significant differences between time points.
Does Item Difficulty Affect the Magnitude of the Retrieval Practice Effect? An Evaluation of the Retrieval Effort Hypothesis
TLDR
According to the retrieval effort hypothesis (REH), difficult items require more retrieval effort than easier items and, consequently, should benefit more from retrieval practice.
Effects of successive relearning on recall: Does relearning override the effects of initial learning criterion?
TLDR
It is revealed that the substantial benefits of learning to a higher initial criterion during the first session do not persist across relearning sessions, and the implications of relearning-override effects are important for theory and for education.
Item repetition and retrieval processes in cued recall: Analysis of recall-latency distributions
TLDR
Accuracy and latency distributions were examined, which were fit with the ex-Gaussian, using item repetition as a means of strengthening, and found that separate traces are created for each repetition, memory traces are updated if the item is retrieved, and recovery plays a role in latency.
Immediate testing is more beneficial than delayed testing when learning novel words in a foreign language
The benefit of testing on the retention of verbal materials has been studied quite extensively, however very little attention has been put on establishing when the best time to actually apply a test…
The Primary and Convergent Retrieval Model of Recall
TLDR
A new memory model, termed Primary and Convergent Retrieval (PCR) that assumes successful recall leads to a selective enhancement for the second stage of recall (Convergent retrieval) and is applied to existing testing effect data.
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References

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