A scoping review of research on individual differences in the testing effect paradigm

Abstract

When compared with re-studying, practicing retrieval of information from memory leads to better retention and transfer of learning, a finding called the testing effect. Although much research has established the generalizability of the benefits of retrieval practice across a variety of contextual factors (i.e., encoding conditions, retrieval conditions, and materials used), only a handful of studies have examined whether individual differences influence the extent to which learners benefit from this strategy. The purpose of the present scoping review is to examine existing research on individual differences within the testing effect paradigm. A total of 20 studies that investigate 20 individual difference constructs were included and analyzed. Surprisingly, the majority of the studies found no significant relationship between the individual difference construct(s) of interest and the magnitude of the testing effect. This central finding is discussed in relation to both theoretical explanations of the testing effect and recommendations for educational practice.