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

Mnemonic Devices01:23

Mnemonic Devices

176
Mnemonic devices are cognitive tools that facilitate memory retention by linking new information to familiar patterns or organizational strategies. These techniques are beneficial for remembering complex or lengthy sets of information by simplifying and structuring them in easily retrievable ways.
Acronyms
Acronyms are created by using the initial letters of a series of words to form a new word or phrase. This approach condenses complex information into a single, memorable entity. For example,...
176
Retrieval01:12

Retrieval

169
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...
169
Chunking and Rehearsal in Sensory Memory01:22

Chunking and Rehearsal in Sensory Memory

293
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...
293
Elaborative Rehearsals01:07

Elaborative Rehearsals

129
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...
129
Interference and Decay01:16

Interference and Decay

201
Forgetting is a complex cognitive phenomenon influenced by several factors, among which interference and decay are particularly prominent. These processes explain why individuals often struggle to retrieve specific information from memory, leading to lapses in recall that can be observed in everyday situations.
Interference occurs when competing memories hinder the retrieval of particular information. It can be classified into two types: proactive and retroactive interference. Proactive...
201
Storage01:23

Storage

131
A schema is a mental framework that helps individuals organize and interpret information. Schemata, formed from previous experiences, influence how we process new information: how we encode it, the inferences we make, and how we retrieve it. For instance, a schema for what a typical classroom looks like might include desks, a teacher's desk, a whiteboard, and students in such an environment. This expectation helps us quickly understand and navigate new classrooms without needing to analyze...
131

You might also read

Related Articles

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

Sort by
Same author

The IFN I response in tumor cells is shaped by PARP7-p300/CBP interactions through distinct loss- and gain-of-function mechanisms.

bioRxiv : the preprint server for biology·2025
Same author

What characteristics make self-generated memory cues effective over time?

Memory (Hove, England)·2021
Same author

Generating mnemonics boosts recall of chemistry information.

Journal of experimental psychology. Applied·2021
Same author

Structural benefits of bisphenol S and its analogs resulting in their high sorption on carbon nanotubes and graphite.

Environmental science and pollution research international·2016
Same author

Effects of norspermidine on Pseudomonas aeruginosa biofilm formation and eradication.

MicrobiologyOpen·2016
Same author

Bio-inspired Plasmonic Nanoarchitectured Hybrid System Towards Enhanced Far Red-to-Near Infrared Solar Photocatalysis.

Scientific reports·2016

Related Experiment Video

Updated: Sep 9, 2025

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

8.0K

Retrieval practice versus generating mnemonics: Implications for study strategy use in chemistry.

Jonathan G Tullis1, Di Zhang2

  • 1Department of Educational Psychology, University of Arizona.

Journal of Experimental Psychology. Applied
|September 2, 2025
PubMed
Summary
This summary is machine-generated.

Retrieval practice and mnemonic generation both improve learning and transfer compared to rereading. Retrieval practice is more efficient for learning complex chemistry concepts, though learners perceive mnemonics as more effective.

More Related Videos

Aversive Associative Learning and Memory Formation by Pairing Two Chemicals in Caenorhabditis elegans
07:17

Aversive Associative Learning and Memory Formation by Pairing Two Chemicals in Caenorhabditis elegans

Published on: June 23, 2022

2.5K
A Prediction Error-driven Retrieval Procedure for Destabilizing and Rewriting Maladaptive Reward Memories in Hazardous Drinkers
08:05

A Prediction Error-driven Retrieval Procedure for Destabilizing and Rewriting Maladaptive Reward Memories in Hazardous Drinkers

Published on: January 5, 2018

9.9K

Related Experiment Videos

Last Updated: Sep 9, 2025

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

8.0K
Aversive Associative Learning and Memory Formation by Pairing Two Chemicals in Caenorhabditis elegans
07:17

Aversive Associative Learning and Memory Formation by Pairing Two Chemicals in Caenorhabditis elegans

Published on: June 23, 2022

2.5K
A Prediction Error-driven Retrieval Procedure for Destabilizing and Rewriting Maladaptive Reward Memories in Hazardous Drinkers
08:05

A Prediction Error-driven Retrieval Procedure for Destabilizing and Rewriting Maladaptive Reward Memories in Hazardous Drinkers

Published on: January 5, 2018

9.9K

Area of Science:

  • Cognitive Psychology
  • Educational Psychology
  • Chemistry Education

Background:

  • Retrieval practice is a recommended study strategy for enhancing learning.
  • Previous comparisons of retrieval practice have primarily used ineffective rereading as a baseline.
  • The comparative effectiveness of retrieval practice versus mnemonic generation for complex concepts is underexplored.

Purpose of the Study:

  • To compare the effects of retrieval practice, mnemonic generation, and rereading on memory and transfer of chemistry concepts.
  • To assess the efficiency and perceived effectiveness of these learning strategies.

Main Methods:

  • Two experiments involving 138 college students were conducted.
  • Participants engaged in retrieval practice, mnemonic generation, or rereading of chemistry concepts.
  • Learning was assessed via memory and transfer tests administered after 5 minutes or 2 days.

Main Results:

  • Both retrieval practice and mnemonic generation significantly improved memory and transfer compared to rereading.
  • No significant differences in test performance were found between retrieval practice and mnemonic generation.
  • Retrieval practice was more time-efficient than mnemonic generation, but participants rated mnemonic generation as more effective.

Conclusions:

  • Retrieval practice and mnemonic generation are effective strategies for learning complex concepts, outperforming passive rereading.
  • Learners' perceptions of strategy effectiveness do not always align with objective learning outcomes.
  • Findings have implications for optimizing study strategies and understanding retrieval practice theories.