The Critical Role of Retrieval Practice in Long-Term Retention
educational psychology and metacognition, learning-science, learning-outcomes
Learning is usually thought to occur during episodes of studying, whereas retrieval of information on testing simply serves to assess what was learned. We review research that contradicts this traditional view by demonstrating that retrieval practice is actually a powerful mnemonic enhancer, often producing large gains in long-term retention relative to repeated studying. Retrieval practice is often effective even without feedback (i.e. giving the correct answer), but feedback enhances the benefits of testing. In addition, retrieval practice promotes the acquisition of knowledge that can be flexibly retrieved and transferred to different contexts. The power of retrieval practice in consolidating memories has important implications for both the study of memory and its application to educational practice.
Henry L. Roediger, Andrew C. Butler, The Critical Role of Retrieval Practice in Long-Term Retention, 15 Trends in Cognitive Sciences 20, 27 (2011)