Sentence examples for practice retrieval from inspiring English sources

Further, practice retrieval can support performance on near transfer tasks (Butler, 2010; Rohrer, Taylor, & Sholar, 2010).

The mnemonic benefits, especially for related P1s in the reminding condition, are likely due to practice retrieval.

Successful practice retrieval of P1 ensures that memory for that prior item will persist over longer periods of time (Roediger & Karpicke, 2006).

Remindings, then, likely engender practice retrieval and, therefore, support learners' memories of the exact studied items and learners' generalization of studied information to new situations.

It seems likely, then, that the benefits of the practice retrieval that enables events to become mentally contiguous underlies the significant mnemonic benefits apparent in remindings.

Invoking practice retrieval (Roediger & Karpicke, 2006) and generation effects (Slamecka & Graf, 1978) reminding theory suggests that the effortful retrieval of the first example during the presentation of the second creates the mnemonic benefits of remindings (Benjamin & Tullis, 2010).

If initial retrieval success is low, then feedback can help improve the overall benefit of practicing retrieval (Kang, McDermott, & Roediger, 2007; Smith & Karpicke, 2014).

Practicing retrieval is a powerful way to improve meaningful learning of information, and it is relatively easy to implement in the classroom.

Or, would it be better to have the students try to answer a few questions, pool their information as a class, and then move to practicing retrieval of the information?

Practicing retrieval has been shown to improve the application of knowledge to new situations (e.g., Butler, 2010; Dirkx, Kester, & Kirschner, 2014); McDaniel et al., 2013; Smith, Blunt, Whiffen, & Karpicke, 2016); but see Tran, Rohrer, and Pashler (2015) and Wooldridge, Bugg, McDaniel, and Liu (2014), for retrieval practice studies that showed limited or no increased transfer compared to restudy.

For half of the studied category-exemplar pairs, subjects practiced retrieval by completing word stems, followed by a delayed category-cued recall on all of the practiced and unpracticed items.