Effects of retrieval practice on retention and application of complex educational concepts

Abstract

Retrieval practice is effective for enhancing memory, but its effects on transfer are less clear. The current study compared the effects of retrieval versus non-retrieval-based strategies on retention and transfer of research methods concepts. In Experiment 1 ( N = 309), participants completed one short-answer factual quiz and received correct-answer feedback (retrieval), one multiple-choice quiz with correct-answer feedback (recognition), restudied the original learning materials (restudy), or studied the short-answer quiz questions and answers (quiz study). Eight minutes later, participants received a final test over repeated questions (multiple-choice versions of the practice questions), and application questions (never-before-seen multiple-choice questions requiring application of the concepts). Experiments 2 ( N = 158) and 3 ( N = 255) involved the same retrieval, restudy, and quiz study conditions, but involved three rounds of retrieval practice and a one-week delayed final test. Retrieval enhanced performance compared to restudy, but not compared to quiz study or recognition, on repeated but not on application final test questions (Experiment 1). Retrieval produced better performance than restudy and quiz study on repeated final test questions (Experiment 2) and application final test questions (Experiment 3). Conditional analyses on application question performance given accurate repeated question performance revealed an advantage of retrieval, indicating that retrieval enhances the recognition component of transfer. Retrieval practice benefits both retention and transfer of complex concepts. These benefits appear more likely to occur when a sufficient amount of retrieval practice is provided and learning is measured over a delay of several days. • Examines whether retrieval leads to better retention and transfer than restudy or quiz study. • Includes educationally relevant, complex materials. • Retrieval outperforms restudy and quiz study on retention and transfer. • Effects hold over one-week delay period. • Retrieval benefits extend beyond memory and aid recognition component of transfer.

The authors' abstract, as published at the source. Learning and Instruction, 2025 · DOI ↗