Journal
TRENDS IN COGNITIVE SCIENCES
Volume 15, Issue 1, Pages 20-27Publisher
ELSEVIER SCIENCE LONDON
DOI: 10.1016/j.tics.2010.09.003
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Funding
- James S. McDonnell Foundation
- Institute of Education Science in the U.S. Department of Education
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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.
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