%% ### #todo - [ ] Review [this article](https://www.sciencedirect.com/science/article/abs/pii/S1364661310002081?ck_subscriber_id=590424042) %% Retrieval practice is a strategy for effective **[[Declarative knowledge refers to factual information about the world (knowing that)|declarative]], explicit learning**. ### Benefits Retrieval practice has a **direct** effect on learning by increasing **knowledge retention**. The act of retrieving knowledge from memory makes that knowledge easier to call up again in the future. It appears that retrieval practice helps with [[Memory involves the stages of encoding, consolidation, and retrieval|memory consolidation]], and that it strengthens and multiplies the neural pathways by which memories can be retrieved later. As a result, memories can be retrieved more readily and in more varied situations. In addition, retrieval practice benefits learning **indirectly** by supporting **comprehension monitoring**, an important [[Metacognition is the ability to monitor and regulate one's own cognitive processes|metacognitive skill]]. Retrieval shows the learner what they have learned well (successful retrievals) and what they still need to practice to attain the desired level of skill and knowledge (failed retrievals). For example, research suggests that learners overestimate how well they've learned the material when they use rereading as opposed to self-testing. ### Nuances - The benefits of retrieval practice have been shown to **generalize** across individual differences in learners, variations in materials, and different assessments of learning.^[National Academies, 2018] However, most of this research has addressed retrieval of relatively simple information (e.g., vocabulary), rather than deep understanding. - The **schedule** of retrieval practice matters. It's generally better for long-term retention of knowledge if retrieval practice is **repeated** and **spaced**, so that some forgetting can occur between individual trials and the subsequent trial requires more effort (see below). - Retrieval practice is more beneficial for learning when it's **[[Desirable difficulties refer to challenges encountered during practice that lead to stronger and more enduring learning|difficult]]**, but not too difficult, so that learners can be relatively successful at retrieving information from memory. - The results of retrieval practice are enhanced when **feedback** is provided after each trial. Interestingly, it appears that feedback is more effective for learning when it is **delayed**. This encourages the learner to become more independent and not rely on the feedback too much. Research suggests that delayed feedback is better for learning both declarative knowledge as well as motor skills. - **Unsuccessful retrieval attempts** can improve future learning, as long as the attempt is followed by instruction that provides the correct answer.^[Huelser & Metcalfe, 2012; Kornell et al., 2009; Richland et al., 2009] Moreover, it appears that errors are not learned when learners are given corrective feedback.^[Brown et al., 2014] This suggests that it's better to make an attempt and provide the wrong answer than to not try at all. - [[Scaffolding refers to tailored support for learners from more skilled and knowledgeable others which improves their task performance and learning|Scaffolding]] seems like a great way to increase retrieval success. - Some research has demonstrated that retrieval practice prior to studying some material will enhance subsequent learning compared to a condition where students directly study the material.^[Izawa, 1966; McDermott & Arnold, 2013] This effect has been called **test-potentiated learning**. - One broad conclusion from the empirical research is that the benefits of retrieval practice are stronger when the practice involves more cognitive effort, such as when practice is spaced, feedback is delayed, etc. (This reminds me of [[Desirable difficulties refer to challenges encountered during practice that lead to stronger and more enduring learning|desirable difficulties]]). **Effortful retrieval leads to stronger learning and retention**. %%==Maybe read [this post](https://www.learningscientists.org/blog/2022/10/6-1) on the effects of **prior knowledge** on retrieval practice.==%% ### Application - **Self-testing**: This involves giving yourself practice tests that are similar to the actual test or other real-world situation where you'll use your knowledge later on. The benefits of testing have been shown in hundreds of studies.^[Polk, 2018] Testing worked both for factual information and also more conceptual, inference-based information. - The empirical finding that testing supports learning has been called the **testing effect**. Concretely, it refers to the learning advantages that occur as a result of trying to retrieve information from memory (i.e., being tested), in comparison to simply being reexposed to that information (e.g., by reviewing the material again and again). - **Using flashcards**: This is a sub-variant of self-testing. [[How to Be a Successful Student|Research suggests]] that it's particularly effective for remembering definitions, medical terms, and foreign language vocabulary. In turn, knowing the key definitions and terms in a domain helps people learn related challenging conceptual material better (this is called the pretraining habit). - **Cornell note-taking system**: This approach involves taking notes using two columns: One column for taking the actual notes, and the other column for writing down key terms and questions related to the adjacent notes. Then, the learner can cover up the notes in the first column and practice retrieving its content using the prompts in the second column. - [[Reflection includes looking back at on one's performance in a situation and comparing it to some benchmark, which helps to improve performance on the next try|Reflection]]: Looking back at what happened or is currently happening is a form of retrieval practice. - It seems that many additional study methods involve retrieval practice to some extent, as long as one relies to some extent on information from long-term memory. ### Mechanism - The mechanisms that produce the benefits observed from retrieval practice are not yet fully understood.^[E.g., Carpenter, 2011; Lehman et al., 2014] - Whatever the actual mechanism, the empirical evidence for this learning strategy seems strong, so relying on it solely on that basis seems prudent. From Weinstein and colleagues (2019, p. 120): ![[Pasted image 20221026075411.png]] --- Created: [[2022-09-13]] Type: #permanent Topics: [[Learning (Index)]] Related notes: - [[What are the most effective learning strategies?]] - [[Learning benefits from strategically regulated repetition and practice]] - [[Memory involves the stages of encoding, consolidation, and retrieval]] - [[Desirable difficulties refer to challenges encountered during practice that lead to stronger and more enduring learning]]