{'fraction_non_alphanumeric': 0.027166882276843468, 'fraction_numerical': 0.02457956015523933, 'mean_word_length': 5.241935483870968, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Taking the testing effect beyond the college freshman: benefits for lifelong learning.

Formal learning is a lifelong pursuit that does not occur exclusively within universities. Accordingly, methods for improving long-term learning, including the well-established use of testing, should be examined for various ages of learners outside typical university settings to properly assess their usefulness. This study examined testing effects in 60 younger university students aged 18-25, 60 younger community adults aged 18-25, and 60 middle-aged to older community adults aged 55-65 at immediate and longer delays (2-day). All groups similarly benefited from testing at both delays, implying that testing can be a beneficial lifelong learning tool for a diversity of learners.