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- Vol 4 RE: App C
retrieval practicetransfer of learningmemory representationsknowledge organisationknowledge elaborationdelayed applicationretrieval feedbackJournal article Evidence summaryAt a glance
Carpenter reviews evidence that retrieval practice can improve not only retention of previously tested information but also transfer to new situations. The studies considered vary the delay between learning and application, the format of practice and final tests, and the knowledge domain or context.
Key ideas
Across this emerging literature, retrieving information often produces advantages over additional study even when the later task is not identical to practice. Proposed explanations include strengthening accessible memory representations and encouraging organisation or elaboration that supports flexible use. The review is cautious because the transfer literature was still small and transfer can take many forms. For educators, the findings support asking learners to retrieve and apply ideas through varied questions, formats, examples, and delays rather than repeating one test type.
Why it matters
Retrieval should be designed around meaningful knowledge and followed by feedback when errors could otherwise persist.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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