together which can help with memory retention and schema recall. Using spaced repetition has shown an increase on the testing effect with a greater impact with a delay in testing, but the delay could lead to forgetting or retrieval-induced forgetting. Delaying the test after a session can have a greater impact so studying in the day should be tested in the evening with a delay, but studying in the evening should have an immediate test due the effect sleep has on memory. Despite divided attention being thought to decrease the testing effect, if it is from a different medium it could enhance the effect. The rate of forgetting is not affected by the speed or degree of learning but by the type of practice involved. Test difficulty According to the retrieval effort hypothesis, "difficult but successful retrievals are better for memory than easier successful retrievals" which supports the idea of finding a desirable difficulty within the retrieval practice considering our memory biases. Learning a language was better when using unfamiliar words compared to familiar words, supporting higher difficulty resulting in greater learning. The difficulty relates to the likelihood of forgetting as the harder it is to remember, the more likely you are to remember and retain the information supporting the notion that more effort is required for longer lasting retention similar to the depth of processing at encoding. Therefore lack of effort from students studying could be a factor that reduces its efficiency. Increased difficulty shows decreased initial performance but increased performance on harder tests in the future, so retention and transfer suffer less when training is difficult. Even unsuccessful retrieval can enhance learning, as creating the thought helps with retention due to the generation effect. Like with processing time, it is the qualitative nature of the information that determines retention. Getting feedback helps with learning but finding a desirable difficulty for the test combined with feedback is more beneficial than studying or testing without feedback. The Read, Recite, Review method has been proposed as a method to combine retrieval practice with feedback. Test format The test format doesn't seem to impact the results as it is the process of retrieval that aids the learning but transfer-appropriate processing suggests that if the encoding of information is through a format similar to the retrieval format then the test results are likely to be higher, with a mismatch causing lower results. However,