Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Metacognition01:26

Metacognition

Metacognition is a conscious process where individuals are aware of their cognitive and executive processes, such as planning before solving a problem or self-monitoring during reading. For instance, a writer may need help with composing a piece. The situation involves a writer who is working on a piece of writing, but while doing so, they realize that something is missing. They notice that their characters lack depth or details. This realization occurs because the writer is reflecting on their...
Retrieval01:12

Retrieval

Retrieval is the process of getting information out of memory storage and back into conscious awareness. This ability is essential for daily tasks like brushing hair and teeth, driving to work, and performing job duties. Retrieval occurs in three ways: recall, recognition, and relearning.
Recall involves accessing information without cues, such as during an essay test, where individuals must retrieve facts and concepts from memory unaided. Another example is remembering the name of a colleague...
Elaborative Rehearsals01:07

Elaborative Rehearsals

Elaborative rehearsal is a crucial cognitive strategy that strengthens information encoding in long-term memory by making meaningful connections between new data and pre-existing knowledge. This approach contrasts with maintenance rehearsal, which involves simple repetition without delving into the significance of the information. While maintenance rehearsal might temporarily keep information active in short-term memory, it is less effective for long-term retention.
The effectiveness of...
Chunking and Rehearsal in Sensory Memory01:22

Chunking and Rehearsal in Sensory Memory

Improving short-term memory can be achieved through techniques like chunking and rehearsal. Chunking involves organizing information into larger, more manageable units. This technique is particularly useful for information that exceeds the typical memory span of between five and nine items. For instance, logging into an online account with a password like "ta89vq0179gz" involves grouping letters and numbers into three chunks—ta89, vq01, and 79gz. It makes large amounts of information more...
Cognitive Learning01:21

Cognitive Learning

Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
Tolman introduced the idea that behavior is influenced by...
Decision Making01:20

Decision Making

Decision-making is a fundamental cognitive process that involves evaluating alternatives and selecting among them. This process can range from simple choices, such as deciding what to wear, to complex decisions, like choosing a major in college or a career path. The complexity of the decision often dictates the approach we use, which can be broadly categorized into two types: automatic and controlled decision-making.
Automatic decision-making is fast, intuitive, and relies on gut feelings...

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Predictors of Word Learning With and Without Retrieval Practice in Children With Developmental Language Disorder.

Journal of speech, language, and hearing research : JSLHR·2026
Same author

Word Learning in Children With Developmental Language Disorder: The Use of Retrieval Practice During Shared Book Reading.

Journal of speech, language, and hearing research : JSLHR·2025
Same author

Learning Verbs in Sentences: Children With Developmental Language Disorder and the Role of Retrieval Practice.

Journal of speech, language, and hearing research : JSLHR·2024
Same author

The Contributions of Immediate Retrieval and Spaced Retrieval to Word Learning in Preschoolers with Developmental Language Disorder.

Autism & developmental language impairments·2022
Same author

Word-learning trajectories influence long-term recall in children with developmental language disorder and typical development.

Journal of communication disorders·2021
Same author

The Neural Underpinnings of Processing Newly Taught Semantic Information: The Role of Retrieval Practice.

Journal of speech, language, and hearing research : JSLHR·2021

Related Experiment Video

Updated: Jun 19, 2026

Using Practice Testing, Public Speaking, and Source Monitoring to Examine the Influences of Learning Strategies and Stress on Episodic Memory
07:59

Using Practice Testing, Public Speaking, and Source Monitoring to Examine the Influences of Learning Strategies and Stress on Episodic Memory

Published on: June 14, 2019

Metacognitive control and strategy selection: deciding to practice retrieval during learning.

Jeffrey D Karpicke1

  • 1Department of Psychological Sciences, Purdue University, West Lafayette, IN 47907-2081, USA. karpicke@purdue.edu

Journal of Experimental Psychology. General
|November 4, 2009
PubMed
Summary

Students often avoid retrieval practice, even when it enhances learning. When given control, they incorrectly believe items are learned after recall, leading to poor retention due to insufficient retrieval practice.

More Related Videos

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
12:55

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

Testing for Metacognitive Responding Using an Odor-based Delayed Match-to-Sample Test in Rats
08:06

Testing for Metacognitive Responding Using an Odor-based Delayed Match-to-Sample Test in Rats

Published on: June 18, 2018

Related Experiment Videos

Last Updated: Jun 19, 2026

Using Practice Testing, Public Speaking, and Source Monitoring to Examine the Influences of Learning Strategies and Stress on Episodic Memory
07:59

Using Practice Testing, Public Speaking, and Source Monitoring to Examine the Influences of Learning Strategies and Stress on Episodic Memory

Published on: June 14, 2019

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
12:55

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

Testing for Metacognitive Responding Using an Odor-based Delayed Match-to-Sample Test in Rats
08:06

Testing for Metacognitive Responding Using an Odor-based Delayed Match-to-Sample Test in Rats

Published on: June 18, 2018

Area of Science:

  • Cognitive Psychology
  • Educational Psychology

Background:

  • Retrieval practice is a proven learning enhancement technique.
  • Self-regulated learning involves students managing their own study processes.

Purpose of the Study:

  • To investigate the frequency of retrieval practice in self-regulated learning.
  • To understand how metacognitive judgments influence strategy selection during learning.

Main Methods:

  • Four experiments were conducted using foreign-language item learning.
  • Participants experienced assigned retrieval, study, or item removal conditions, and later chose their learning strategies.
  • Learning and retention were measured across study and test periods.

Main Results:

  • Assigned retrieval practice significantly improved learning and retention compared to studying or removal.
  • When given control, students frequently opted to remove items rather than practice retrieval, resulting in diminished retention.
  • Self-testing during the learning phase boosted subsequent encoding and overall learning.

Conclusions:

  • Students exhibit a metacognitive illusion, overestimating learning after initial recall.
  • This illusion leads to premature termination of practice, hindering optimal learning and retention in self-regulated learning environments.
  • Interventions promoting timely and sufficient retrieval practice are crucial for effective self-regulated learning.