The Critical Importance of Retrieval for Learning

By Jeffrey D. Karpicke, H. Roediger III. Science, 2008

1,732 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Cognitive Neuroscience

View Paper: https://www.semanticscholar.org/paper/f1860ab1d1df2321ecb94dd1ade333a0118fa05d

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Artificial Intelligence

1. Jeffrey D. Karpicke
2. H. Roediger III
3. P. Agarwal
4. Megan A. Smith
5. Andrew C. Butler
6. Olusola O. Adesope
7. Adam L. Putnam
8. Narayankripa Sundararajan

In Cognitive Neuroscience

1. Jeffrey D. Karpicke
2. P. Agarwal
3. H. Roediger III
4. Olusola O. Adesope
5. Narayankripa Sundararajan
6. Megan A. Smith
7. Andrew C. Butler
8. Dominic A. Trevisan

Citations in the corpus

• About sleep's role in memory. (2013, background): “Whereas the reactivation of memories during wakefulness, as it occurs for example during rehearsal, can strengthen these memories in the long run (623, 1006), the reactivation transfers the representation into an transient unstable state such that memory is in need of reconsolidation (470, 718, 731,”
• Neural reactivation in parietal cortex enhances memory for episodically linked information (2018, background): “For example, recent work (4, 5) has shown that memory retrieval substantially improves long-term retention relative to reexposure to the same information, a phenomenon referred to as the testing effect.”
• When does Retrieval Induce Forgetting and When does it Induce Facilitation? Implications for Retrieval Inhibition, Testing Effect, and Text Processing (2009, background): “Retrieval practice is one of the most powerful ways to enhance long-term retention (Karpicke & Roediger, 2008), and the influence of retrieval practice is not confined to only the directly tested items.”
• Metacognitive strategies in student learning: Do students practise retrieval when they study on their own? (2009, methodology): “Our recent research has generalised the testing effect to educational materials (Butler & Roediger, 2007; Karpicke & Roediger, 2007, 2008; Roediger & Karpicke, 2006b) and real-world classroom environments (see McDaniel, Roediger, & McDermott, 2007).”
• Rethinking the Use of Tests: A Meta-Analysis of Practice Testing (2017, background): “For example, feedback on high-confidence correct answers can be an inefficient use of time and cognitive energy (Hays, Kornell, & Bjork, 2010; Karpicke & Roediger, 2008).”
• Immersive VR and Education: Embodied Design Principles That Include Gesture and Hand Controls (2018, background): “Should short quizzes be embedded to induce a retest effect (Karpicke and Roediger, 2008)?”
• Self-regulated learning strategies predict learner behavior and goal attainment in Massive Open Online Courses (2017, background): “The finding that learners with strong SRL skills (except for help seeking) tended to revisit course content, especially assessments, suggests that learners engaged in retrieval practicedrepeatedly testing their knowledge to promote learning (Karpicke & Roediger, 2008).”
• Hippocampal Binding of Novel Information with Dominant Memory Traces Can Support Both Memory Stability and Change (2014, background): ““Testing effects” occur when retrieval of information during a memory test increases the likelihood that the same information will endure more than does simply restudying the information (Hogan and Kintsch, 1971; Runquist, 1983; Carrier and Pashler, 1992; Karpicke and Roediger, 2008).”