Please download our Retrieval Practice Guide below:
Retrieval practice is a strategy in which bringing information to mind enhances and boosts learning. Deliberately recalling information forces us to pull our knowledge “out” and examine what we know.
For instance, recalling an answer to a science question improves learning to a greater extent than looking up the answer in a textbook. And having to actually recall and write down an answer to a flashcard improves learning more than thinking that you know the answer and flipping the card over prematurely.
Often, we think we’ve learned some piece of information, but we come to realize we struggle when we try to recall the answer. It’s precisely this “struggle” or challenge that improves our memory and learning – by trying to recall information, we exercise or strengthen our memory, and we can also identify gaps in our learning.
Note that cognitive scientists used to refer to retrieval practice as “the testing effect.” Prior research examined the fascinating finding that tests (or short quizzes) dramatically improve learning. More recently, researchers have demonstrated that more than simply tests and quizzes improve learning: flashcards, practice problems, writing prompts, etc. are also powerful tools for improving learning.
Whether this powerful strategy is called retrieval practice or the testing effect, it is important to keep in mind that the act of pulling information “out” from our minds dramatically improves learning, not the tests themselves. In other words retrieval is the active process we engage in to boost learning; tests and quizzes are merely methods to promote retrieval.
Retrieval practice makes learning effortful and challenging. Because retrieving information requires mental effort, students often think they are doing poorly if they can’t remember something. We may feel like progress is slow, but that’s when the best learning takes place. The more difficult the retrieval practice, the better it is for long-term learning.
Struggling to learn; through the act of practicing what you know and recalling information, is much more effective than re-reading, taking notes, or listening to lectures. Slower, effortful retrieval leads to long-term learning. In contrast, fast, easy strategies only lead to short-term learning.
