Does Testing Improve Learning for College Students With Attention-Deficit/Hyperactivity Disorder?

Abstract

Taking tests on to-be-learned material is one of the most powerful learning strategies available to students. We examined the magnitude and mechanisms of the testing effect in college students with (n = 25) and without (n = 75) attention-deficit/hyperactivity disorder by comparing the effect of practice testing versus a comparable amount of restudy on long-term recall. Participants learned two lists of 48 words representing eight categories—one via eight consecutive study trials and another via four alternating study and test trials—and took recall tests 2 days later. Both groups demonstrated a moderate testing effect (ds = 0.50, 0.57), and testing improved memory by enhancing both relational and item-specific processing. Results support the use of test-enhanced learning to promote the academic achievement of college students with attention-deficit/hyperactivity disorder and the inclusion of self-testing strategies into skills-based interventions for this population.