Investigating the Replicability and Generalizability of the Negative Testing Effect

Although tests typically improve long-term retention, recent research suggests that certain types of tests may disrupt memory, referred to as the negative testing effect. According to one explanatory framework, this detrimental effect on memory results from tests disrupting organizational processing, which hinders the ability to make associations between items. From an educational perspective, these outcomes are concerning because they suggest contexts in which taking a test may impair subsequent retention. However, no research has explored whether the negative testing effect extends to more educational designs and materials. The goal of the current research was twofold: investigate the replicability of the negative testing effect by examining the original demonstration with a novel participant population and explore whether such organizational disruptions generalize to more ecologically valid materials. Outcomes establish the replicability of the negative testing effect and provide evidence that the detrimental effects of testing may not extend to educational material.