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Category: Project

Description: Interim testing of studied information, compared to restudying or doing nothing, facilitates subsequent learning and retention of new information – the forward testing effect. Previous research exploring this effect has shown that interim testing of studied information from a given domain enhances subsequent learning and retention of new information from the same domain. In the current research, we asked whether interim testing can enhance subsequent encoding and retention of new information from a different domain. By employing a multi-list procedure and switching material types across lists in two experiments, we found that the forward testing effect is transferable across different domains of learning. Theoretical implications of the forward testing effect as well practical implications for education are discussed.