Category: Retrieval practice
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Reconstructing memory
Memory is often unconsciously understood to be like a library where memories, like books, are thought to be inserted and stored in some shelf-like areas of the brain. If we want to add to what we know, we just slot more information onto the shelves… If we want to access memories, we simply take a…
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Retrieval practice: recalling the end goal
Sherrington (2022) wrote a brilliant blog called “When daily quiz regimes become lethal mutations of retrieval practice”. In it, he suggests that retrieval practice regimes may not be as useful as teachers and leaders think. As he puts it – “Rather than it being a consolidatory reinforcement of their learning, plugging a few gaps, students…
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How retrieval practice works part 2
In part 1 we saw how retrieval improves both the storage and retrieval strength (Bjork & Bjork, 1992) of memories using two mechanisms: (1) Reactivation: retrieval reactivates memories speeding-up memory storage. (2) Coactivation: retrieval coactivates related memories, changing their connectivity and clearing a path to the target. Here’s two more potential mechanisms driving the benefit…
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How retrieval practice works part 1
You’re right to be interested in retrieval practice. Retrieval practice is the use of low-stakes testing (written/verbal questions) to benefit pupils’ long-term memories (McDaniel at al., 2007). It’s more effective than non-testing methods like re-reading. Used in conjunction with other effective teaching methods, retrieval practice has the potential to be a powerful tool for teachers.…
Evidence for Educators 