Retrieval practice is a method of learning whereby it encourages learners to participate in study materials in a way other than passive study. The bringing of data to mind enhances retention and learning. The students sharpen their memory by attempting to remember information as the practice prioritizes active learning. The retrieval cues enable recall in which they happened or were experienced by an individual. If a learner is thinking throughout a series or list of events, it helps in boosting the remembrance of successive experiences or items. However, whereas retrieval practice improves memory, pressure during retrieval reduces learning benefits.
Retrieval practice necessitates the procedure of retrieving studied data from memory which is long-term into working memory, a method which necessitates the use of energy. If a learner is not able to correctly retrieve information, it can lead to more intensive teaching practices and effective study. It leads to an individual asking the ‘how’ and ‘why’ questions so that they can be able to real the forgotten information (Clinton et al., 2016). Research have shown that whereas the strength of retrieval measures the effortlessness with which a recollection can be remembered at any given time, the strength of storage which cannot be measured in a direct way showcases the degree to which a memory is accurately fixed in an individual’s mind. While learning is taking place, both the strength of storage and retrieval are boosted process which requires the use of a lot of energy. There exists a negative relationship between the strength of retrieval and storage as the higher the current strength of retrieval the lesser the benefits in strength of storage (Weinstein et al., 2016). Therefore, the information that is acquired through cramping will be easily forgotten due to a low strength of storage and a high strength of retrieval while space out studying increases the strength of storage -by allowing the strength of retrieval to wane before restudying.
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Learners feel less confident when they practice spacing their studies than cramming. Spaced studying is difficult but it is the desirable learning challenges that aids learning overtime. Most learners have a habit of cramming for their examinations rather than practice spaced out studying (Moreira et al., 2019). However, the cramming process does work only when the main objective is the passing of examinations. In order for teachers to alter the minds of learners on how to effectively plan their studying skills, it is vital for emphasis to be made on the importance of information retaining beyond the passing of an examination course.
If the process of retrieval is enormously low, it is most improbable to advance retention in the mind especially when feedback is not present. If retrieval-based learning experiences are created in a way which guarantees high success levels and the process of memory recall might be undermined rendering it less beneficial (Smith et al., n.y). For instance, if a learner reads a certain sentence in a book then immediately covers it and tries to recall the sentence out loud, they are not probably able to retrieve the data but rather storing the data in their working memory for instant recitation. Therefore, it is vital to equalize the retrieval success with the overall challenge in information retrieval. If the success of retrieval is initially low, then the feedback can aid in the improvement of overall importance of retrieval practicing (Weinstein et al., 2018). Researchers deployed pressure during examining to make low pressure and high-pressure learning conditions. The learners performed well on the quizzes. The learners in the high-pressure conditions didn’t do well on the test competed to those learners under low pressure (Weinstein et al., 2018). Therefore, the anxiety of the test might reduce the advantages of studying through the practice of retrieval. However, the eradication of high-pressure tests might not be likely as but instead tutors can afford a number of risks that are low recovery chances for learners to aid in increasing learning. The use of low-stakes trial can aid in the decrement of test anxiety. Studies have also shown that low -risks testing can contradict the detrimental effects of stress on studying.
Learners can use concrete examples to retrieve information. It can help in the understanding of concepts in learning. Research have demonstrated that the use of concrete examples of improved the retaining of abstract concepts (Karpicke et al., 2016). However, verbalization during the use of concrete examples enabled learners to better transfer their understanding from concrete to abstract problems. A vital research is the demonstration that learners performed best when they used verbalization examples. However, students find it hard to differentiate between abstract ideas and concrete examples. Concepts that are abstract are usually more challenging to understand than information which is concrete. Care should be taken in the selection of the examples. Learners tend not to follow abstract instructions but follow concrete examples thus potentially constraint the0use of an abstract concept being taught (Kang, 2016). Research also found out that learners fail due to their failure to understand concepts in the examinations.
In conclusion, retrieval practice is a method of learning whereby it encourages learners to participate in study materials in a way other than passive study. While learning is taking place, both the strength of storage and retrieval are boosted a process which requires the use of a lot of energy. There exists a negative relationship between the strength of retrieval and storage as the higher the current strength of retrieval the smaller the benefits in strength of storage. However, the cramming process does work only when the main objective is the passing of examinations. In order for teachers to alter the minds of learners on how to effectively plan their studying skills, it is vital for emphasis to be made on the importance of information retaining beyond the passing of an examination course. The process of retrieval is tremendously little, it is most improbable to progress retention in the mind especially when feedback is not present. If retrieval-based learning experiences are created in a way safeguards high success levels and the process of memory recall might be undermined rendering it less beneficial.
References
Weinstein, Y., Madan, C. R., & Sumeracki, M. A. (2018). Teaching the science of learning. Cognitive research: principles and implications , 3 (1), 1-17.
Kang, S. H. (2016). Spaced repetition promotes efficient and effective learning: Policy implications for instruction. Policy Insights from the Behavioral and Brain Sciences , 3 (1), 12-19.
Smith, M. A., Madan, C. R., & Weinstein, Y. Four Simple Strategies from Cognitive Psychology for the Classroom.
Weinstein, Y., Nunes, L. D., & Karpicke, J. D. (2016). On the placement of practice questions during study. Journal of Experimental Psychology: Applied , 22 (1), 72.
Clinton, V., Alibali, M. W., & Nathan, M. J. (2016). Learning about posterior probability: do diagrams and elaborative interrogation help? The Journal of Experimental Education , 84 (3), 579-599.
Moreira, B. F. T., Pinto, T. S. S., Starling, D. S. V., & Jaeger, A. (2019, February). Retrieval practice in classroom settings: a review of applied research. In Frontiers in Education (Vol. 4, p. 5). Frontiers.
Karpicke, J. D., Blunt, J. R., & Smith, M. A. (2016). Retrieval-based learning: Positive effects of retrieval practice in elementary school children. Frontiers in Psychology , 7 , 350.
Kang, S. H. (2016). Spaced repetition promotes efficient and effective learning: Policy implications for instruction. Policy Insights from the Behavioral and Brain Sciences , 3 (1), 12-19.
