The fоllоwing tаble reflects the results оf а study by Roediger аnd Karpicke (2006). The authors investigated whether the test-enhanced learning effect (the demonstration that repeated testing improves memory for material) was due merely to repeated exposure to the material. They randomly assigned participants to one of two study conditions (study–study or study–test) and to one of three retention interval conditions (final test at a delay of 5 minutes, 2 days, or 1 week). The dependent variable was the proportion of idea units recalled from an encyclopedia passage.Table: Test-Enhanced Learning 5 minutes 2 days 1 week Mean Study–study 0.80 0.55 0.42 0.59 Study–test 0.75 0.70 0.55 0.67 Mean 0.78 0.63 0.49 Reference: Ref 14-1 (Table: Test-Enhanced Learning) Based on the cells of this study, which effects appear to be present?