General
retrieval practice of material to-be-remebered during learning improves learning success (and more than subjectively expected)
- retrieval effort hypothesis
- when retrieving memory there is a deeper trace than when just reading
- the harder it is to retrieve the longer it will stay in memory
- the pathway is strengthened more then
- can be used regardless of the material
- reproduction > rehearsing
Empirical
-
Roediger & Karpicke (2006)
- n = 120
- repeated study (4x)
- simple recall (3x read, 1x recall)
- multiple recall (1x read, 3x recall)
- 5min after reading the 4x reading group was best
- 1 week after reading the mulitple recall group was best
- 50% better than repeated
- recalling = long-term memory
-
Giebl et al. (2021) - answer first or google first
- n = 240
- no-pretest group: immediately access to external information
- pretest group: access to external information only later
- significantly better performance, especially for people with some experience
- asking the questions first primes the brain to take in the info
- finding the correct questions to ask
- forces brain to identify the missing information, incorporated easier when supplied