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2 references
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- Vol 1 RE: Chapters 1, 3, 5, 6, 7, 10, 11, 12, 13, App A, App B
- Vol 2 RE: App D
- Vol 2 TE: App B
- Vol 3 RE: Chapter 4
- Vol 3 TE: App C
- Vol 4 RE: Chapters 1, 2, 3, 9, 17, 25, App A, App B, App C
- Vol 4 TE: App C
- Vol 5 RE: Chapters 7, 13, App A, App B
- Vol 5 TE: App C
- Vol 7 PE: App D
retrieval practicelong-term retentionspaced practiceretrieval feedbacktest-enhanced learningtransfer of learninglow-stakes assessmentJournal article Evidence summaryAt a glance
Roediger and Butler review evidence that retrieving information is a learning event rather than merely a way to measure prior study. Compared with equivalent restudy, successful retrieval generally improves long-term retention, especially when recall is effortful, repeated, and distributed over time.
Key ideas
Very easy, massed retrieval may add little; expanding and equal-interval schedules can differ with the final retention interval. Correct-answer feedback strengthens the effect by repairing errors and preserving correct responses, and is particularly important after multiple-choice questions that expose learners to plausible misinformation. Benefits can extend beyond a practised cue to transfer and inference, although the degree depends on task design. Several theoretical accounts are considered, including elaboration of retrieval routes and effortful reconstruction, but no single mechanism fully explains the evidence.
Why it matters
For educators, retrieval practice should be low stakes, spaced, and aligned with meaningful knowledge, with prompt feedback and opportunities to retrieve in varied forms. Testing can support learning, but high-stakes testing, uncorrected error, and narrow drill are not equivalent to the research-based practice reviewed.
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- Vol 1 RE: Chapters 8, 12, App B
- Vol 1 TE: App A
- Vol 2 RE: Chapter 8, App D
- Vol 5 RE: Chapter 7
spaced practiceinterleaved practicemathematics problem solvingstrategy selectionproblem discriminationdelayed performancepractice schedulingJournal article Evidence summaryAt a glance
Rohrer and Taylor separate two features of the “shuffled” mathematics practice found in some textbooks: spacing practice across sessions and interleaving different problem types. In the first experiment, college students learned one problem type and practised either in a single massed session or across multiple sessions.
Key ideas
A week later, spaced practice produced much better performance. In the second, students learned several types and practised problems either blocked by type or randomly mixed. On a delayed test, mixed practice produced a large advantage. Blocking can look effective during practice because the preceding examples reveal which procedure to use; interleaving makes practice harder but requires learners to discriminate among problem structures and choose an appropriate strategy. The studies used limited mathematical tasks and student populations, so effect sizes should not be assumed for every curriculum.
Why it matters
For educators, practice sets should revisit earlier material and mix confusable problem types after initial instruction, while preserving enough support for success. Immediate practice fluency should not be mistaken for long-term retention or independent method selection.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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