Not New, but Nearly Forgotten: the Testing Effect Decreases or even Disappears as the Complexity of Learning Materials Increases

@article{Gog2015NotNB,
  title={Not New, but Nearly Forgotten: the Testing Effect Decreases or even Disappears as the Complexity of Learning Materials Increases},
  author={Tamara van Gog and John Sweller},
  journal={Educational Psychology Review},
  year={2015},
  volume={27},
  pages={247-264}
}
The testing effect is a finding from cognitive psychology with relevance for education. It shows that after an initial study period, taking a practice test improves long-term retention compared to not taking a test and—more interestingly—compared to restudying the learning material. Boundary conditions of the effect that have received attention include the test format, retrieval success on the initial test, the retention interval, or the spacing of tests. Another potential boundary condition… 
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