Retrieval practice reduces relative forgetting over time

Bibliographic Data

ID21602114
AuthorsAnna T Nickl (0000-0002-6982-3414, Department of Experimental Psychology, Regensburg University, Regensburg, Germany, corresponding author), Karl-Heinz T Bäuml (0000-0002-4966-9288, Department of Experimental Psychology, Regensburg University, Regensburg, Germany)
Year2023
Volume31
Issue10
Pages1412-1424
Publication date2023-11-26
Open AccessNo
TypeARTICLE
VenueMemory (JOURNAL)
Journal identifiersISSN: 0965-8211 • E-ISSN: 1464-0686
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/09658211.2023.2270735
PMID37856684
OpenAlexW4387770361
LanguageEN
Citations received3
References cited56

There is overwhelming evidence in the literature that retrieval practice of studied material can lead to better final recall than restudy of the same material. Far less clear is whether this recall benefit is accompanied by reduced subsequent forgetting over time. This study revisited the issue in two experiments by comparing the effects of retrieval practice - with and without feedback -, restudy, and a no-practice condition on recall across different delay intervals ranging between three minutes and several days. We fitted power functions of time to the recall rates of each practice condition and compared relative forgetting rates between conditions. The comparisons showed that relative forgetting was reduced after retrieval practice relative to restudy, the relative forgetting rate after retrieval practice was unaffected by the presence of feedback, and forgetting after restudy did not differ from the no-practice condition. Together with other findings in the literature, the results provide evidence that retrieval practice reduces relative forgetting over time

Cognitive psychology · Forgetting · Psychoanalysis · Intelligent Tutoring Systems and Adaptive Learning · Memory Processes and Influences · Psychology · Visual and Cognitive Learning Processes

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