Retrieval Practice: Beneficial for All Students or Moderated by Individual Differences?

  title={Retrieval Practice: Beneficial for All Students or Moderated by Individual Differences?},
  author={Frida Bertilsson and Tova Stenlund and Carola Wiklund-H{\"o}rnqvist and Bert Jonsson},
  journal={Psychology Learning \& Teaching},
  pages={21 - 39}
Retrieval practice is a learning technique that is known to produce enhanced long-term memory retention when compared to several other techniques. This difference in learning outcome is commonly called “the testing effect”. Yet there is little research on how individual differences in personality traits and working memory capacity moderate the size of the retrieval-practice benefits. The current study is a conceptual replication of a previous study, further investigating whether the testing… 
4 Citations

Figures and Tables from this paper

Retrieval Practice Is Effective Regardless of Self-Reported Need for Cognition - Behavioral and Brain Imaging Evidence
There is an emerging consensus that retrieval practice is a powerful way to enhance long-term retention and to reduce achievement gaps in school settings. Less is known whether retrieval practice
PLAT 20(1) 2021: Enhancing Student Learning in Research and Educational Practice: The Power of Retrieval Practice and Feedback
Students and instructors are looking for effective study and instructional strategies that enhance student achievement across a range of content and conditions. The current Special Issue features
Training College Students to Use Learning Strategies: A Framework and Pilot Course
The use of effective study strategies is important for academic achievement, yet research indicates that students often use relatively ineffective learning strategies. Though potent strategies to
Komplexität und der Testungseffekt: Die mögliche Bedeutung der Verständnissicherung für den Nutzen von Abrufübung bei komplexem Lernmaterial
Testung im Sinne eines aktiven Abrufs von Informationen aus dem Langzeitgedächtnis gilt als eine der effektivsten Möglichkeiten, Wissen zu konsolidieren und so nachhaltiges Lernen zu befördern. Der


The Testing Effect and Its Relation to Working Memory Capacity and Personality Characteristics
Retrieval practice is known to lead to better retention of a to-be-learned material than restudy (i.e., the testing effect). However, few studies have investigated retrieval practice in relation to
Benefits from retrieval practice are greater for students with lower working memory capacity
Final cued recall performance was better for tested items than for restudied items after both 10 minutes and 2 days, particularly for longer study–test lags.
The effectiveness of test-enhanced learning depends on trait test anxiety and working-memory capacity.
Chinese-English bilingual undergraduates in Hong Kong acquired Swahili-English word pairs and performed a delayed cued-recall test for all pairs about one week after the acquisition phase, demonstrating a boundary condition for the use of test-enhanced learning.
The Benefits of Retrieval Practice Depend on Item Difficulty and Intelligence
Recommendations to engage in retrieval practice should take into consideration the interactive effects of to-be-learned materials and individual differences in the learners, which suggests that the benefit of retrieval practice varies with item difficulty and participant abilities.
Effects of repeated testing on short- and long-term memory performance across different test formats
This study examined whether practice testing with short-answer (SA) items benefits learning over time compared to practice testing with multiple-choice (MC) items, and rereading the material. More
The Power of Testing Memory: Basic Research and Implications for Educational Practice
This article selectively review laboratory studies that reveal the power of testing in improving retention and then turns to studies that demonstrate the basic effects in educational settings, including the related concepts of dynamic testing and formative assessment.
Group discussions and test-enhanced learning: individual learning outcomes and personality characteristics
It is shown that testing trumps discussion groups from a learning perspective, and the discussion groups were also the least beneficial learning context for those scoring low on NFC.
The critical role of retrieval practice in long-term retention
Strengthening concept learning by repeated testing
The results revealed that repeated testing with feedback significantly enhanced learning compared to rereading at all delays, demonstrating that repeated retrieval enhances retention compared to repeated encoding in the short- and the long-term.