In this study, it was explored whether a testing-effect occurs not only retention of facts but also for application of principles and procedures. For that purpose, thirty-eight high-school students either repeatedly studied a text on probability calculations (SSSS), or studied the text, took a test on the content, restudied the text, and finally took the test a second time (STST). Results show that testing not only leads to better retention of facts than restudying, but also to better

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... n of acquired knowledge (i.e., principles and procedures) in high-school statistics. In other words, testing seems not only to benefit fact retention, but also positively affects deeper learning.