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Benefits From Retrieval Practice Are Greater For Students With Lower Working Memory Capacity, Pooja K. Agarwal, Jason R. Finley, Nathan S. Rose, Henry L. Roediger Iii

Faculty Works

We examined the effects of retrieval practice for students who varied in working memory capacity as a function of the lag between study of material and its initial test, whether or not feedback was given after the test, and the retention interval of the final test. We sought to determine whether a blend of these conditions exists that maximizes benefits from retrieval practice for lower and higher working memory capacity students. College students learned general knowledge facts and then restudied the facts or were tested on them (with or without feedback) at lags of 0-9 intervening items. Final cued recall …