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The present study investigated the applications of “testing effect” in education, observing how University Students learn a demanding scientific passage under the condition of retrieval practice. Sixty University Students presented with a long text of 350 words to-be-learned. They all evaluated in two sessions: during the first session all participant read the passage for three times over 7 minutes per time. During the second session half of the student read the passage once more for 7 minutes while the other half asked to recall as many information from the passage as possible. In a final evaluation 5 minutes after the second session all participants asked to recall information from the passage. The same evaluation took place 2 days later and one week later, to estimate the long-term retention of the information. Results revealed that the two groups did not differ on the evaluation 5 minutes or 2 days after the reading/testing of the passage, but they differ significantly on the evaluation that took place a week after the first session, with the retrieval practice group to recall more information. Results are on line with the notion that repetition retrieval leads not to better learning but to a durable long-term retention.

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