When does the test-study-test sequence optimize learning and retention?

@article{McDaniel2015WhenDT,
  title={When does the test-study-test sequence optimize learning and retention?},
  author={Mark A. McDaniel and Julie M Bugg and Yiyi Liu and Jessye Brick},
  journal={Journal of experimental psychology. Applied},
  year={2015},
  volume={21 4},
  pages={
          370-82
        }
}
In educational learning contexts, unlike typical contemporary laboratory paradigms, students have repeated opportunities to study and learn target material, thereby potentially allowing different sequences of testing and studying. We investigated learning and retention after several plausible sequences that were patterned on a classic memory paradigm. After initially reading a research methods text, 2 days later in 1 condition participants repeatedly restudied the material 3 times (SSS), in… 

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