Practicing Retrieval Facilitates Learning

doi:10.1146/annurev-psych-010419-051019

2021-01-04

Kathleen B. McDermott *

DOI：10.1146/annurev-psych-010419-051019

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摘要

En 中文

How do we go about learning new information? This article reviews the importance of practicing retrieval of newly experienced information if one wants to be able to retrieve it again in the future. Specifically, practicing retrieval shortly after learning can slow the forgetting process. This benefit can be seen across various material types, and it seems prevalent in all ages and learner abilities and on all types of test. It can also be used to enhance student learning in a classroom setting. I review theoretical understanding of this phenomenon (sometimes referred to as the testing effect or as retrieval-based learning) and consider directions for future research.

Keyword:

retrieval practice

testing effect

retrieval-based learning

memory

learning

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期刊

Annual Review of Psychology

IF:

29.4

论文数:

1.9K

被引数:

3.0W

机构

washington university (wustl)

学者数:

5.5W

论文数: 4.5W

被引数: 70

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