The critical role of retrieval practice in long-term retention.

Abstract:

: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.

journal_name

Trends Cogn Sci

authors

Roediger HL 3rd,Butler AC

doi

10.1016/j.tics.2010.09.003

subject

Has Abstract

pub_date

2011-01-01 00:00:00

pages

20-7

issue

1

eissn

1364-6613

issn

1879-307X

pii

S1364-6613(10)00208-1

journal_volume

15

pub_type

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