Journal
ANNUAL REVIEW OF PSYCHOLOGY, VOL 72
Volume 72, Issue -, Pages 609-633Publisher
ANNUAL REVIEWS
DOI: 10.1146/annurev-psych-010419-051019
Keywords
retrieval practice; testing effect; retrieval-based learning; memory; learning
Categories
Funding
- Collaborative Activity Award from the James S. McDonnell Foundation
Ask authors/readers for more resources
Practicing retrieval shortly after learning new information can slow the forgetting process and improve student learning across various material types and all ages. This phenomenon, known as the testing effect or retrieval-based learning, has implications for future research directions.
How do we go about learning new information? This article reviews the importance of practicing retrieval of newly experienced information if one wants to be able to retrieve it again in the future. Specifically, practicing retrieval shortly after learning can slow the forgetting process. This benefit can be seen across various material types, and it seems prevalent in all ages and learner abilities and on all types of test. It can also be used to enhance student learning in a classroom setting. I review theoretical understanding of this phenomenon (sometimes referred to as the testing effect or as retrieval-based learning) and consider directions for future research.
Authors
I am an author on this paper
Click your name to claim this paper and add it to your profile.
Reviews
Recommended
No Data Available