Retrieval practice is a strategy in which one brings information to mind thus enhancing and boosting learning. Deliberately recalling information forces us to pull our knowledge “out” and examine what we know (Agarwal, 2019). When retrieval practice is used as a tool, researchers refer to it as the “testing effect.” It is common knowledge that the act of retrieving information from memory oftentimes makes it easier to recall again in the future (Brown, et. al, 2014). To be most effective, retrieval must be repeated at different times where cognitive effort is required so that it does not become simply recognition: “Repeated recall appears to help memory consolidate into a cohesive representation in the brain and to strengthen and multiply the neural routes by which the knowledge can later be retrieved” (Brown, et. al, 2014).
This may sound familiar as people often get tested on their recollection of information in classes and in workplaces; however, there are different ways to practice retrieval. Many individuals know retrieval practice as simply making flashcards or taking tests; these are great retrieval practice tools but are not the only ones and are sometimes not done in the best way. Studies show that testing involving more cognitive effort results in greater retention; however, any form of retrieval practice can yield benefits. Individuals tend to have a false belief that when they feel like they are learning/recalling information easier, it is more beneficial for them. Studies show that the more difficult something is to learn/recall, the more likely one is going to retain it. For example, oftentimes students get tested through multiple choice options where they are tested simply on recognition; this requires less knowledge than a short-answer test.
Personal reflection can also help with retrieval as it can involve “several cognitive activities that lead to stronger learning: retrieving knowledge and earlier training from memory, connecting these to new experiences, and visualizing and mentally rehearsing what might be done differently next time” (Brown, et. al, 2014).
In conclusion, for retrieval practice to be more beneficial one must effortfully use strategies that test cognitive ability thus helping with information retention. Therefore, cramming is not beneficial in the long run and will not help with retaining information or make it easier to access later. Including one test on information has the capability to yield large benefits since any form of retrieval practice helps. Finally, testing doesn’t need to be initiated by the instructor, one can test oneself or use an application that will create tests. Retrieval practice can be used in the comfort of one’s own home, on laptop or on paper, and does not require anyone other than oneself to create success.