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Papers on “active recall retrieval practice versus rereading learning”

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  1. Practicing Retrieval Facilitates Learning

    Kathleen B. McDermott · 2020 · Annual Review of Psychology · 113 cites

    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.

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  2. Retrieval Practice in Classroom Settings: A Review of Applied Research

    Bruna Fernanda Tolentino Moreira, Tatiana Salazar Silva Pinto, Daniela Siqueira Veloso Starling, et al. · 2019 · Frontiers in Education · 76 cites

    Tests have been vastly used for the assessment of learning in educational contexts. Recently, however, a growing body of research have shown that the practice of remembering previously studied information (i.e., retrieval practice) is more advantageous for long-term retention than restudying that same information; a phenomenon often termed “testing effect”. The question remains, however, whether such practice can be useful to improve learning in actual educational contexts, and whether in these contexts specific types of tests are particularly beneficial. We address these issues by reviewing studies that investigated the use of retrieval practice as a learning strategy in actual educational

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  8. Happy Together? On the Relationship Between Research on Retrieval Practice and Generative Learning Using the Case of Follow-Up Learning Tasks

    Julian Roelle, Tino Endres, Roman Abel, et al. · 2023 · Educational Psychology Review · 35 cites

    Abstract Generative learning activities are assumed to support the construction of coherent mental representations of to-be-learned content, whereas retrieval practice is assumed to support the consolidation of mental representations in memory. Considering such functions that complement each other in learning, research on how generative learning and retrieval practice intersect appears to be very fruitful. Nevertheless, the relationship between these two fields of research is “expandable”—research on generative learning and retrieval practice has been pursued so far largely side by side without taking much note of each other. Against this background, the present article aims to give this rel

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