Retrieval-induced facilitation: initially nontested material can benefit from prior testing of related material.

@article{Chan2006RetrievalinducedFI,
  title={Retrieval-induced facilitation: initially nontested material can benefit from prior testing of related material.},
  author={Jason C. K. Chan and Kathleen B. McDermott and Henry L. Roediger},
  journal={Journal of experimental psychology. General},
  year={2006},
  volume={135 4},
  pages={
          553-71
        }
}
Classroom exams can assess students' knowledge of only a subset of the material taught in a course. What are the implications of this approach for long-term retention? Three experiments (N = 210) examined how taking an initial test affects later memory for prose materials not initially tested. Experiment 1 shows that testing enhanced recall 24 hr later for the initially nontested material. This facilitation was not seen for participants given additional study opportunities without initial… 
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Repeated testing produced superior retention and transfer on the final test relative to repeated studying, indicating that the mnemonic benefits of test-enhanced learning are not limited to the retention of the specific response tested during initial learning but rather extend to the transfer of knowledge in a variety of contexts.
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The Influence of Corrective Feedback on Retrieval-induced Forgetting
Prior research has shown that testing can impair subsequent recall of nontested materials: an effect termed retrieval-induced forgetting. In the current study, I examined the effect of providing
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