Folio Search · free preview

Papers on “active recall retrieval practice versus rereading learning”

Live results from Semantic Scholar, CrossRef and OpenAlex. No account needed to look.

1. Practicing Retrieval Facilitates Learning

   Kathleen B. McDermott · 2020 · Annual Review of Psychology · 112 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.

   Save to my library →

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

   Save to my library →

3. Resource allocation during the rereading of scientific texts

   Keith Millis, Seymore Simon, Nicolaas S. Tenbroek · 1998 · Memory & Cognition · 76 cites

   Save to my library →

4. Retrieval Practice and Study Planning in MOOCs: Exploring Classroom-Based Self-regulated Learning Strategies at Scale

   Dan Davis, Guanliang Chen, Tim van der Zee, et al. · 2016 · Lecture notes in computer science · 59 cites

   Save to my library →

5. Don’t just repeat after me: Retrieval practice is better than imitation for foreign vocabulary learning

   Sean H. K. Kang, Tamar H. Gollan, Harold Pashler · 2013 · Psychonomic Bulletin & Review · 57 cites

   Save to my library →

6. The Optimal Learning Strategy Depends on Learning Goals and Processes: Retrieval Practice Versus Worked Examples

   Darren J. Yeo, Lisa K. Fazio · 2019 · Journal of Educational Psychology · 48 cites

   Testing (having students recall material) and worked examples (having students study a completed problem) are both recommended as effective methods for improving learning. The two strategies rely on different underlying cognitive processes and thus may strengthen different types of learning in different ways. Across three experiments, we examine the efficacy of retrieval practice and worked examples for different learning goals and identify the factors that determine when each strategy is more effective. The optimal learning strategy depends on both the kind of knowledge being learned (stable facts vs. flexible procedures) and the learning processes involved (schema induction vs. memory and

   Save to my library →

7. Comparison of Rewatching Class Recordings versus Retrieval Practice as Post-Lecture Learning Strategies

   Shannon Palmer, Youn Chu, Adam M. Persky · 2019 · American Journal of Pharmaceutical Education · 37 cites

   Objective. To assess the relative effectiveness of two study strategies, rewatching a recorded lecture and retrieval practice, on Doctor of Pharmacy (PharmD) students’ long-term retention of lecture material presented in a pharmacotherapeutics class. Methods. One hundred two first-year pharmacy students were recruited for the study. All students attended two in-class lectures on different topics. The following week, students either re-studied from the recorded lecture on one of the two topics or, on the other topic, retrieved information about class content by responding to the course objectives. Half of the students were quizzed immediately after studying both topics. One week later, all st

   Save to my library →

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 · 33 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

   Save to my library →