ABSTRACT
OVERVIEW In the present chapter, we describe research that integrates two lines of investigation in which Robert A. Bjork, in whose honor this volume is dedicated, has played a signicant leadership role: research regarding the benets of testing for long-term retention and research regarding the metacognitive processes underlying the development of illusions of competence during study. In our conjoining of these two areas of research, we have explored whether the metacognitive experience gained from taking a test can lead learners to adopt improved strategies for encoding future to-be-learned material. Or, put slightly dierently, we have explored whether learning to learn can be another benecial eect of test taking.
