Psychology

Studying improves learning, too

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Science  22 Jan 2016:
Vol. 351, Issue 6271, pp. 351-352
DOI: 10.1126/science.351.6271.351-e

Fifteen years ago, the passage of the No Child Left Behind Act in the United States ushered in an era of increased testing, for the purpose of measuring achievement, in primary and secondary schools. Eight years ago, a seminal study demonstrated that repeatedly testing already-learned information in one group of students enhanced their retention of those items, whereas repeated studying in another group seemed to have little effect. Soderstrom et al. use both modes of repetition in individual students and replicate the earlier results, but also find that spaced restudy of those items further increases learning beyond the effect of repeated testing.

Psychol. Sci. 10.1177/0956797615617778 (2015).

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