Enhancing Memory Through Focused Retrieval Practice
This chapter explores the advantages of retrieval practice for improving memory retention, especially in distracting environments. It contrasts effective retrieval methods with poor study habits like multitasking, while emphasizing research that supports structured retrieval activities for enhanced focus and learning.
Transcript
chevron_right
Play full episode
chevron_right
Transcript
Episode notes
This episode was funded by listeners like you. For more details on how to help support our podcast and gain access to exclusive content, please see our Patreon page.
Listening on the web? You can subscribe to our podcast to get new episodes each month! Go to our show on iTunes or wherever you get your podcasts. We’re also on Stitcher!
Show Notes:
In this bite-size research episode, Althea describes a study about how attention affects learning with retrieval practice when students are studying on their own by Neil Mulligan and Milton Picklesimer (2016).
Generally, they found students tend to forget after a delay, but retrieval practice improves memory after a delay. It is better not to be distracted (divided attention) when rereading. However, the students’ learning was not as affected by divided attention when they practiced retrieval. Retrieval practice seems to be a particularly resilient strategy!
Re-created figure from Mullican & Picklesimer (2016) study 2.
References:
Mulligan, N. W., & Picklesimer, M. (2016). Attention and the testing effect. Journal of Experimental Psychology: Learning, Memory, and Cognition, 42(6), 938-950.
