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- Vol 5 RE: Chapter 8
voluntary retrieval practiceself-directed studystudy strategy regulationretrieval promptsimplementation planningspaced retrievalmetacognitive monitoringstudy barriersJournal article Evidence summaryAt a glance
Carpenter reviews five kinds of intervention intended to increase students' voluntary use of retrieval practice during self-directed study.
Key ideas
The evidence shows that simply telling learners retrieval is effective, or even letting them experience a retrieval advantage, often does not change later choices. More promising approaches alter the decision environment: provide structured retrieval tools, prompt or require repeated use, give strategy training that includes implementation, support planning and monitoring, or reduce practical barriers to getting started. Students may otherwise use quizzes mainly to check knowledge, stop after one attempt, or prefer fluent restudy because it feels easier. The review emphasises that knowing a strategy and regulating its use are different achievements.
Why it matters
For educators, it recommends combining explanation with guided practice, convenient resources, spaced opportunities, feedback, and reflection on outcomes, then gradually transferring responsibility as productive study routines become established.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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References are checked against publisher records, scholarly indexes, DOI or ISBN metadata, repositories and author records where available. An entry marked [Citation not verified] preserves the wording found in the relevant volume without attributing findings to an unconfirmed work.
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