Abstract
Testing the information produce longer term retention than repeated studying, and the influence on the retention differs depending on the combination of studying and testing (Karpicke & Roediger, 2007). The present research investigated the influence of the study/test schedules on the long-term retention taking into consideration that studying performed as feedback after testing. In studying/Testing phase, Participants worked on different study/test schedules that Participants study and test twice, but the order is different. Following study/test phase, Participants took a final free recall test. Results indicated that when in the studying/testing phase, the schedule of alternating studying and testing(STST) produced the best performance of all, but this difference didn’t occur in the final test. Results also suggested that testing during the learning may determine whether or not testing promote long-term retention depending on the initial testing performance.
