Retrieval Practice and Spaced Review
Use a short read, close, recall, and check routine, then adjust review intervals to the task and what recall shows.
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Move from rereading to retrieval
Restudy means studying the material again; retrieval means trying to recall it with the source closed. In the first 2006 experiment, one initial recall test was compared with an equal number of restudy opportunities: restudy did better after five minutes, while the initial-retrieval condition retained more after two days and one week. A separate second experiment varied repeated testing and compared results after five minutes and one week. These findings are specific to those conditions and do not establish an optimal spacing rule.
A 10-minute study loop
- Read a short section or worked example.
- Close it and write or say the main claim, steps, and supporting reason from memory.
- Compare your response with the source; mark omissions and errors in another color.
- Recheck only the missed part, close the source, and explain it once more.
For a science concept, retrieve not just the definition but also what causes it and which observation supports the explanation. This is an illustrative prompt, not a measured learning result.
Adjust spacing instead of following a fixed rule
Do not treat “one day” or “one week” as a schedule that works for everyone. Consider the next class or assessment, the material’s difficulty, and what the last retrieval revealed. If recall was accurate and easy, lengthen the interval; if a key connection was missing, practice again sooner. Record the date and check accuracy and omissions at the next attempt so the adjustment has evidence behind it. Make claims that one interval is optimal only when the cited evidence supports that scope.
Sources and scope
Retrieval practice means recalling from memory; restudy means reviewing the material again; spacing means separating learning opportunities over time. The WWC guide treats distributed practice and quizzing as separate recommendations. The cited retrieval studies report results for their experimental conditions; they do not establish an optimal interval. The adjustment routine here is an illustrative learner-planning example, not a validated prescription, diagnosis, or treatment.
Sources: Roediger & Karpicke study (PubMed) · retrieval study (DOI) · IES WWC: Organizing Instruction and Study to Improve Student Learning