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Tests improve memory – no matter if you feel good or bad while taking them

Emmerdinger, Kathrin J. ; Kuhbandner, Christof



Abstract

Based on studies demonstrating that testing promotes better long-term retention than restudying (i.e., the testing effect), testing has been recommended as a powerful tool to boost knowledge acquisition in educational settings. However, a factor ubiquitous in real-life learning contexts has been ignored to date: the learner's affective state. To examine whether the learner's affective state ...

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