Optimizing schedules of retrieval practice for durable and efficient learning: how much is enough?

Area of Science:

• Cognitive Psychology
• Educational Psychology
• Learning Sciences

Background:

• The literature on testing effects offers limited guidance for optimizing practice schedules for durable and efficient learning.
• Few studies have investigated the impact of initial learning criteria or relearning schedules, and none have examined their combined effects.

Purpose of the Study:

• To investigate the combined effects of initial learning criterion and relearning frequency on the durability and efficiency of learning conceptual material.
• To provide prescriptive guidance for students on optimal practice scheduling for long-term retention.

Main Methods:

• Three experiments involving 533 students learning conceptual material through retrieval practice and restudy.
• Items were practiced to varying initial recall criteria (1-4 correct recalls) and then relearned (1-5 sessions).
• Durability assessed via cued recall and relearning rates; efficiency measured by total practice trials.

Main Results:

• A subadditive pattern emerged: initial learning criterion effects diminished with increased relearning.
• Relearning significantly enhanced long-term retention with minimal additional practice cost.
• Optimal strategy involved practicing to an initial criterion of 3 correct recalls followed by 3 relearning sessions.

Conclusions:

• Initial learning criterion and relearning interact, with relearning becoming more impactful as initial mastery increases.
• Relearning is a highly effective strategy for improving long-term retention and learning efficiency.
• Students benefit from a specific practice schedule: initial retrieval to 3 correct recalls, followed by spaced relearning sessions.