Group items tagged

practice at retrieval has been shown to be more effective than merely spending more time studying the material without actively engaging in memory retrieval.

By doing so repeatedly, especially in varied contexts, the learner strengthens access to this information,

given minimal cues

two different effects. One is the "testing effect," in which intervening tests improves learning of concepts that are retrieved from memory

when intervening tests are spaced, two tests were more effective than a single test in improving long-term retention of material.

Compared to a cued-recall or recognition intervening test, a free-recall test produced better performance on a final test, regardless of the format of the final test.

Educational Applications

Align lectures, assignments and tests, so that important information will have to be remembered at different times

Have students retrieve this information in multiple ways by either varying the questions or context in which it is assessed:

During lectures, ask students questions to elicit responses that reflect understanding of previously introduced course material.

This serves the dual purpose of probing students' knowledge, so that misconceptions can be directly and immediately addressed in the lecture.

On homework assignments, have students retrieve key information from lectures and readings.

Chapter summaries, for instance, may include study questions that ask students to recall major points or conclusions to be drawn from the reading.

Encourage group studying in which students actively discuss course topics

test questions offer another opportunity for "practice at retrieval,"

Ideally tests should be cumulative and test items should probe for understanding of the material.