Interpolated Testing Improves Learning Outcomes Across Individuals With Varying ADHD Symptomatology

Interpolated testing decreases mind wandering and improves learning, but limited research has examined its effectiveness for students who may be especially prone to mind wandering. In the present study, participants viewed a lecture that was split into four segments and responded to mind wandering probes. After the first three segments, participants either answered questions (tested condition) or studied question-answer pairs (re-study condition). All participants completed a test following Segment 4, a final cumulative test, and the shortened Adult ADHD Self-Report Scale. The results demonstrated that participants with higher ADHD symptomatology reported lower on-task thoughts and higher task-unrelated mind wandering. Surprisingly, higher ADHD symptomatology predicted reduced on-task thoughts but only for tested participants. Notably, irrespective of participants' ADHD symptomatology, tested participants had higher scores on the Segment 4 test compared to re-study participants. Implications of these findings are discussed. Keywords: Interpolated testing, mind wandering, online learning, attention, ADHD