Interpolated testing, which involves interspersing extended sequences of study with opportunities to retrieve information, is posited to promote learning via the integration of knowledge across the study sequence. In the present study, learners studied 3 lists of words in anticipation of two final cumulative recall tests. After each list, learners either recalled the list (tested condition), restudied the list (restudy condition), or completed an unrelated math distractor task (control condition). For the first cumulative recall test, testing and restudy resulted in higher recall than the control condition. However, testing was differentiated from both restudy and control by superior semantic organization of words from across the lists. Notably, whereas overall recall did not improve across the two cumulative recall tests, all participants showed organizational improvements during their second cumulative recall test indicating that exposure to testing may optimize learning by promoting meaningful connections between related concepts across separate segments of study.

Empirical evidence has shown that testing is an effective intervention to enhance memory and even testing involves committing errors, regardless of them, there is a learning benefit compared to restudying. However, the specific conditions in which errorful learning produces an enhanced memory are not well understood. In a series of experiments we have studied when, how and for whom is useful the errorful learning. We have analyzed: 1) when it is more beneficial to use testing, before or after learning, comparing pre-test versus post-test; 2) when it is the best moment to give feedback after an error, considering both, the time window from testing until the feedback is presented, and from giving the feedback until the final test; and 3) whether retrieval practice is modulated by different anxiety levels and if anxiety can be mitigated including tests as learning strategy. These results have practical significance for educational contexts and policies.

Combining retrieval practice (i.e., retrieving information from memory) and variable practice (i.e., varying the practice content) benefits learning, but the temporal structuring of these learning strategies (i.e., spaced practice) may benefit or hinder learning. Across three experiments, we combined these three learning strategies to examine learners’ performance on a test that requires transfer of knowledge. Participants watched geology videos that contained a total of 12 concepts, and then answered three questions for each concept. Each of the three questions were either presented two days apart (i.e., spaced) or in succession after the corresponding video (i.e., massed). The final test consisted of 12 new application questions. We found that combining learning strategies did not result in the greatest performance on new questions administered four or seven days later, demonstrating that the knowledge acquired during practice depends on how the learning strategies are implemented.

Informal caregivers play an essential healthcare role in Alzheimer's Disease or Related Dementia (ADRD) by managing disease symptoms for relatives living with ADRD. Ensuring that caregivers are well supported to meet these challenging demands is an important first step for preventing adverse events that people living with ADRD can experience. Thus, we investigated the degree to which structured retrieval practice enhances caregivers’ learning about the behavioral and psychological symptoms of dementia (BPSD). Caregivers learned about 12 BPSD in three learning conditions. Structured retrieval practice involved spaced retrieval attempts and detailed feedback to correct health misconceptions. Standard retrieval practice involved the same procedure, but without feedback. Restudy involved rereading a document about the 12 BPSD. Structured retrieval practice substantially enhanced caregivers’ performance on an immediate test and learning exhibited on a 2-day delayed test. Outcomes are considered in the context of the processing-knowledge model of health literacy adapted for ADRD care.