Intorduction
Got a big test coming up? Need to learn something that you’ll be able to remember long term? Retrieval practice might become your new best friend. “Practicing retrieval yields significantly greater long-term retention of the studied materials than just restudying them” (Moreira et al., 2026). This method of retrieval is something that many, including myself, have found to be a very “effective… learning strategy” (Moreira et al., 2026). With the goal of “familiarity and recollection” in mind, retrieval practice might be the study method that you have been missing out on
What is Retrieval Practice?
Retrieval practice, the transfer of information from your long-term memory (LTM) to your short-term memory (STM). The 3 R’s (Recognition, Recall, and cued recall) represent some of the ways that you can effectively recall and access information that has been stored in your LTM. Through your metamemory, which is your personal awareness of memory (not always easily accessible) has a vital role in the retrieval practice process as it allows for you to find the parts of your LTM or STM that you are trying to master or retain, which allows for you to pinpoint and focus studies along with finding “you” specific studying methods to put yourself in the best situation for success.
Why Retrieval Practice
Retrieval practice, especially in the context of retrieval for the purpose of memorization for a test or something of that nature, is crucial for people as it leads to higher confidence levels, along with a plethora of different proven tests that show higher retention rates. People don’t realize the true effect of attempting to study and retain information. The method of studying that you use will lead to your confidence and anxiety levels, which, for some, can affect success rates. “Between 10-40% of all students experience some level of test anxiety” (Wood et al.,2016). One study done on 1408 K-12 students yielded the results of “92% of students reported that retrieval practice helped them learn, and 72% reported that preretrieval trial practice made them less nervous” (Agarwal et al., 2014). Methods using retrieval practice have the possibility, if used in the right way, to lead to lower levels of testing anxiety while allowing for better retention levels, higher test confidence, and better understanding of often vital material.
Types of Retrieval Practice
Using retrieval practice is something that you can make unique to yourself, whether through an acronym, song, retention dump, or, as stated by Leonard, methods like making pictures, quick quizzes, flashcards, memory dumps, games, information hexagons, and plenty more (Leonard, 2025). Pictures, either drawn or put close in association with things to remember, will allow for better recall. Quick quizzes allow for immediate results as to whether or not you understood the information. Flashcards allow for immediate restudying or retrieval of past learned information; memory dumps allow you to write down everything about a specific topic, usually one that was just studied. Games, like Kahoot’s, Quizlet’s, etc., allow for fantastic retrieval practices as it makes remembering things fun, as there is a prize or a competition at hand. Finally, an information hexagon (or any shape of your choosing) allows for a fun way to study, close & recall, check and reflect, and repeat & improve, which are some key steps to retrieval practice as stated in the image above. Being able to find different ways tailored to yourself to allow for association, recall, and retrieval is one of the many reasons why retrieval practice methods are vital, especially since more often than not it leads to higher levels of retention along with a more calm and comforting studying environment.
Real Life Retrieval Practice:
Commonly, people think something such as retrieval practice is something that is only good for schoolwork, tests, or things in the classroom. As someone who uses retrieval practice in the classroom, there are also ways to use it in other aspects of life. Just as you would study for retrieval on a test, I, as a baseball player (hitter) will study pitchers. Studying them in the sense of their tendencies, when they throw certain pitches, and where on the plate they try to throw the ball. Being able to recognize (recall) a pitcher’s tendency or habit is something that comes from retrieval practice, pulling out the information from the film that you had watched earlier. The only difference is the level of pressure, one being your grades, and the other being the pressure of having to perform for your teammates and the fans watching you. At the end of the day, whether it is in the classroom or on the field, all you can do is hope your memory can come through in the clutch.
Conclusion
Retrieval practice is one of the most effective strategies when it comes to STM, LTM, and memory in general. The ability to be able to recall information in any means allows for better real-life application of knowledge, whether with your actions, on a test, out on the field, or wherever it applies to you. The ability to adapt and personalize your retrieval practices to your learning style and the way that you retain and remember information is what makes it truly a one-of-a-kind way to study. “Minimal intervention promoted more effective… use of retrieval practice and better retention” (Ariel et al., 2018). Let me leave you with this: Use retrieval practice next time you try to study or remember something. Do so in whatever method is most fun to you, and see how much more you remember.
Sources
Ariel, R., & Karpicke, J. D. (2018). Improving self-regulated learning with a retrieval practice intervention. Journal of Experimental Psychology: Applied, 24(1), 43–56. https://doi.org/10.1037/xap0000133
Agarwal, P. K., D’Antonio, L., Roediger, H. L., McDermott, K. B., & McDaniel, M. A. (2014). Classroom-based programs of retrieval practice reduce middle school and high school students’ test anxiety. Journal of Applied Research in Memory and Cognition, 3(3), 131–139. https://doi.org/10.1016/j.jarmac.2014.07.002
Leonard, D. (2025, July 25). 15 quick (and Mighty) Retrieval Practices. Edutopia. https://www.edutopia.org/article/quick-and-mighty-retrieval-practices/
Moreira, B. F. T., Pinto, T. S. S., Starling, D. S. V., & Jaeger, A. (2026, April 24). Retrieval practice in classroom settings: A Review of Applied Research. Frontiers. https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2019.00005/full
Wood, Sarah G., et al. “Test Anxiety and a High-Stakes Standardized Reading Comprehension Test: A Behavioral Genetics Perspective.” Merrill-Palmer Quarterly, vol. 62 no. 3, 2016, p. 233-251. Project MUSE, https://dx.doi.org/10.13110/merrpalmquar1982.62.3.0233.