Tag Archives: retrieval practice

The Limits of Retrieval Practice, Take II…

Just two weeks ago, I posted about a study showing potential boundary conditions for retrieval practice: one of the most robustly supported classroom strategies for enhancing long-term memories. As luck would have it, the authors of that study wrote up their



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The Limits of Retrieval Practice: A Helpful Case Study

Here on the blog, I write A LOT about the benefits of “retrieval practice.” (For example: here and here.) In brief: our students often review by trying to put information into their brains. That is: they “go over” the material. However,



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Let’s Get Practical: When Should Students Self-Test?

When should students self-test for maximum learning? Recent research suggests that retrieval practice timing matters less than retrieval practice doing. That is: students can self test at the end of a textbook section, or an the end of a chapter; both techniques help them learn. For even better memories, do both! Continue reading



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Putting Research to Work in the Classroom: Success?

Some study habits have been shown to work in psychology labs. Do they work in college classrooms? A recent study shows that “retrieval practice” clearly helps students learn. The findings on “the spacing effect” are harder to interpret… Continue reading



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Vital Resources in Psychology: the Best Research for Teachers

These vital resources in psychology research can help teachers find the most effective teaching practices. They also provide lively examples of researchers doing what they do best: exploring complex questions with imagination and humility. Continue reading



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Motivating Retrieval Practice: Money Doesn’t Help

This study suggests that retrieval practice should–as much as possible–come in the form of very-low-stakes or no-stakes retrieval. Continue reading



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Benefiting from Retrieval Practice: Get the Timing Just Right

Retrieval practice is an excellent study strategy for students more than 24 hours ahead of a test. However, within that 24 hour window, teachers and students should focus more on connecting ideas rather than recalling them. Continue reading



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Highlighting Retrieval Practice

The Effortful Educator describes his fun system for using highlighters during retrieval practice. He teaches AP Psychology in high school, but I suspect this system could be easily used with younger students as well. EE’s lesson plan stands out for two



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Welcome to “the Messiness”

In a recent interview on this blog, Dr. Pooja K. Agarwal spoke about the benefits of retrieval practice: a study technique that–in her words–focuses on pulling information OUT of students’ brains rather than getting it back IN. For example: if I



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Meet the Speakers: Dr. Pooja K. Agarwal

Editor’s note: Dr. Agarwal will be speaking at next week’s Learning and the Brain conference. Here’s your chance to get to know her and her work better… Andrew Watson: I understand that you worked as a teacher before you started



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