Covert retrieval practice benefits retention as much as overt retrieval practice.

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Covert retrieval practice benefits retention as much as overt retrieval practice.

Many experiments provide evidence that practicing retrieval benefits retention relative to conditions of no retrieval practice. Nearly all prior research has employed retrieval practice requiring overt responses, but a few experiments have shown that covert retrieval also produces retention advantages relative to control conditions. However, direct comparisons between overt and covert retrieval...

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Retrieving information from memory makes that information more recallable in the future than it otherwise would have been. Optimizing retrieval practice has been assumed, on the basis of evidence and arguments tracing back to Landauer and Bjork (1978), to require an expanding-interval schedule of successive retrievals, but recent findings suggest that expanding retrieval practice may be inferio...

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Expanding retrieval practice promotes short-term retention, but equally spaced retrieval enhances long-term retention.

Expanding retrieval practice (T. K. Landauer & R. A. Bjork, 1978) is regarded as a superior technique for promoting long-term retention relative to equally spaced retrieval practice. In Experiments 1 and 2, the authors found that expanding retrieval practice of vocabulary word pairs produced short-term benefits 10 min after learning, conceptually replicating Landauer and Bjork's results. Howeve...

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The critical role of retrieval practice in long-term retention.

Learning is usually thought to occur during episodes of studying, whereas retrieval of information on testing simply serves to assess what was learned. We review research that contradicts this traditional view by demonstrating that retrieval practice is actually a powerful mnemonic enhancer, often producing large gains in long-term retention relative to repeated studying. Retrieval practice is ...

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Retrieval Practice 1 Running head: RETRIEVAL PRACTICE OVER THE LONG TERM Retrieval Practice Over the Long Term: Should Spacing Be Expanding or Equal-Interval?

If there are multiple opportunities to review to-be-learned material, should a review occur soon after initial study and recur at progressively expanding intervals, or should the reviews occur at equal intervals? Landauer and Bjork (1978) argued for the superiority of expanding intervals, whereas more recent research has often failed to find any advantage. However, these prior studies have gene...

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ژورنال

عنوان ژورنال: Journal of Experimental Psychology: Learning, Memory, and Cognition

سال: 2013

ISSN: 1939-1285,0278-7393

DOI: 10.1037/a0033569