The critical role of retrieval practice in long-term retention.
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.
Department of Psychology, Box 1125, Washington University, One Brookings Drive, St. Louis, MO 63130-4899, USA. roediger@wustl.edu
Henry L
HL
Roediger
Andrew C
AC
Butler
D003463:Cues; D004521:Educational Measurement; D006801:Humans; D007721:Knowledge of Results, Psychological; D008568:Memory; D009483:Neuropsychological Tests; D011214:Practice, Psychological; D012153:Retention, Psychology; D013997:Time Factors