Test-potentiated learning: distinguishing between direct and indirect effects of tests.

@article{Arnold2013TestpotentiatedLD,
  title={Test-potentiated learning: distinguishing between direct and indirect effects of tests.},
  author={Kathleen M. Arnold and Kathleen B. McDermott},
  journal={Journal of experimental psychology. Learning, memory, and cognition},
  year={2013},
  volume={39 3},
  pages={
          940-5
        }
}
The facilitative effect of retrieval practice, or testing, on the probability of later retrieval has been the focus of much recent empirical research. A lesser known benefit of retrieval practice is that it may also enhance the ability of a learner to benefit from a subsequent restudy opportunity. This facilitative effect of retrieval practice on subsequent encoding is known as test-potentiated learning. Thus far, however, the literature has not isolated the indirect effect of retrieval… 
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153 Citations

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A paradigm is introduced that can measure the indirect, potentiating effect of free recall tests on subsequent learning, and a hypothesis for why tests may have this potentiate effect is tested.
Test-potentiated learning: three independent replications, a disconfirmed hypothesis, and an unexpected boundary condition
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Results replicate Arnold and McDermott (2013) by demonstrating that more versus fewer tests potentiate learning when trial time is limited and provide strong evidence against the covert retrieval hypothesis concerning why the effect occurs.
The role of retrieval type and feedback in test-potentiated new learning
This study explored the effects of retrieval and feedback on test-potentiated new learning. Participants read a text divided into three parts, between which they engaged in either episodic retrieval,…
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This study focused on potential test-induced retention benefits for brief retention intervals on the order of minutes and tens of seconds in a bifurcated item-distribution model.
Beneficial effects of selective item repetition on the recall of other items
Does the benefit of testing depend on lag, and if so, why? Evaluating the elaborative retrieval hypothesis
TLDR
Across two experiments, final-test performance was greater following practice testing than following restudy only, and this memorial advantage was greater with long-lag than with short-lag practice testing, which provided consistent evidence for the ERH.
Filling in the gaps: using testing and restudy to promote associative learning
TLDR
The results support three primary conclusions: (1) testing aids in associative binding; (2) associativebinding is facilitated by retrieval practice and restudy pairings; and (3) pre-existing associations facilitate test-potentiation effects.
Feedback increases benefits but not costs of retrieval practice: Retrieval-induced forgetting is strength independent
We examined how the provision of feedback affected two separate effects of retrieval practice: strengthening of practiced information and forgetting of related, unpracticed information. Feedback…
Reversing the testing effect by feedback: Behavioral and electrophysiological evidence
TLDR
The results indicate that the reversed testing effect can arise without differential strengthening of restudied and retrieval-practiced items via feedback learning.
Neural Signatures of Test-Potentiated Learning in Parietal Cortex
TLDR
It is concluded that retrieval practice may enhance learning by promoting the recruitment of retrieval mechanisms during subsequent study opportunities by revealing striking similarities between responses in lateral parietal cortex in the present study and those in a host of studies explicitly tapping recognition memory processes.
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