Through an experiment carried out with Chilean university students, the accumulated knowledge around the retrieval practice was used to improve the performance in a memory test for a learning group of 40 first-year students from different careers (Psychology, Commercial Engineering and Nursing). Using a history text with 16 recognizable concepts and by manipulating the study method (reread or retrieve) the results indicated that when reread method was used participants remembered fewer concepts (M = 3.2) than when recovering the material before the final test (M = 6.1); the variation in the amount of remembered concepts is explained by the study method in 39%. Thus, the testing effect on the retrieval of long-term information was verified. The results are explained through the bifurcation model and the test-potentiated learning. Moreover, we propose an alternative to evaluate the reduction of the test-delay interaction by using a single posttest evaluation. The results are discussed based on other theoretical approaches: processing level, affordance, and region of proximal learning.
Pineida, A., Durán, C., Leiva-Bianchi, M., Moreno, C., Muñoz, P., & Oliva, C. (2018). Effect of Retrieval as Study Strategy in University Students. Revista De Psicología, 27(1), pp. 1–11. https://doi.org/10.5354/0719-0581.2018.50738
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