Retrieval attempts enhance learning, but retrieval success (versus failure) does not matter

Area of Science:

• Cognitive Psychology
• Educational Psychology
• Neuroscience

Background:

• Retrieval practice, or the act of recalling information from memory, is a known learning enhancer.
• A two-stage framework suggests retrieval benefits occur during the retrieval attempt (Stage 1) and upon answer availability (Stage 2).
• Stage 2 involves strengthening correct associations and weakening incorrect ones.

Purpose of the Study:

• To investigate whether successful retrieval or retrieval failure followed by feedback leads to greater learning.
• To test the hypothesis that retrieval success itself is crucial for enhanced learning.
• To differentiate the learning effects of retrieval attempts versus confirmed retrieval success.

Main Methods:

• Participants attempted to retrieve information.
• Items were then randomly assigned to either successful retrieval or copying (retrieval failure).
• Multiple experiments were conducted to test assumptions and the main hypothesis.

Main Results:

• Experiments 3a, 3b, and 6 did not support the hypothesis that retrieval success yields more learning than retrieval failure with feedback.
• Evidence suggests that the attempt to retrieve information is the primary driver of learning.
• Retrieval success, in isolation, does not appear to be the key factor for enhanced learning.

Conclusions:

• Retrieval attempts are beneficial for learning, likely by activating relevant knowledge.
• The success of retrieval (retrieving the correct answer) is not per se more beneficial than attempting retrieval and receiving corrective feedback.
• Learning is promoted by the effortful process of retrieval, regardless of immediate success.