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Despite compelling evidence for test-enhanced learning as superior compared to other pedagogical methods, less is known about how cognitive level affects performance.

The beneficial effects has been ascribed to an episodic context account; in which subjects rely on the use of a temporal context while retrieving from memory.

We examined individual differences in episodic memory in relation to different learning methods.

Participants (n=103) were randomized to three groups: testing with feedback, group-discussion with or without feedback. The to-be-learned material was a chapter from a psychology textbook.

Learning were assessed immediately, one and, at four weeks after initial learning.

Results revealed that the testing-group performed significantly better across time compared to both group discussion groups. A significant positive relationship between episodic memory and learning for both group-discussion groups, but not the testing-group. The results indicates that individual differences in episodic memory is less sensitive when learning from repeated testing - suggesting that test-enhanced learning is equally beneficial for all individuals independent of cognitive ability. In contrast learning from group discussions relies more on individual differences in episodic memory, so those with better episodic memory learns better compared to those with lower episodic memory.