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.
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