The Critical Importance of Retrieval for Learning

@article{Karpicke2008TheCI,
  title={The Critical Importance of Retrieval for Learning},
  author={Jeffrey D. Karpicke and Henry L. Roediger},
  journal={Science},
  year={2008},
  volume={319},
  pages={966 - 968}
}
Learning is often considered complete when a student can produce the correct answer to a question. In our research, students in one condition learned foreign language vocabulary words in the standard paradigm of repeated study-test trials. In three other conditions, once a student had correctly produced the vocabulary item, it was repeatedly studied but dropped from further testing, repeatedly tested but dropped from further study, or dropped from both study and test. Repeated studying after… 
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Summary The testing effect refers to the finding that retrieval practice leads to better long-term retention than additional study of course material. In the present study, we examined whether this…
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Repeated testing produced superior retention and transfer on the final test relative to repeated studying, indicating that the mnemonic benefits of test-enhanced learning are not limited to the retention of the specific response tested during initial learning but rather extend to the transfer of knowledge in a variety of contexts.
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Deliberate vocabulary study has mostly been studied within a strictly experimental framework of learning and memorization. More ecologically valid investigations embedded in existing study…
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This study investigated the efficacy of retrieving EFL vocabulary from memory as a long-term retention strategy. Three learning treatments, rereading, recognizing and recalling target words, were…
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TLDR
Recursion formats are suggested that for paired-associate learning of L2 vocabulary, recall formats are more effective than recognition for the acquisition of productive knowledge of orthography and recognition format are more desirable than recall when knowledge of spelling is not required.
Metacognitive control and strategy selection: deciding to practice retrieval during learning.
TLDR
A compelling metacognitive illusion that occurs during self-regulated learning is identified: Once students can recall an item they tend to believe they have "learned" it, which leads students to terminate practice rather than practice retrieval, a strategy choice that ultimately results in poor retention.
The Testing Effect for Learning Principles and Procedures from Texts
ABSTRACT The authors explored whether a testing effect occurs not only for retention of facts but also for application of principles and procedures. For that purpose, 38 high school students either…
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