How Retrieval Attempts Affect Learning: A Review and Synthesis

Attempting to recall information from memory (ie, retrieval practice) has been shown to enhance learning across a wide variety of materials, learners, and experimental conditions. We examine the moderating effects of what is arguably the most fundamental distinction to be made about retrieval: whether a retrieval attempt results in success or failure. After reviewing research on this topic, we conclude that retrieval practice is beneficial even when the retrieval attempt is unsuccessful. This finding appears to hold true in a variety of laboratory and real-world contexts and applies to learners across the lifespan. Based on these findings we outline a two-stage model in which learning from retrieval involves (1) a retrieval attempt and then (2) processing the answer. We then turn to a second issue: Does retrieval success even matter for learning? Recent findings suggest that retrieval failure followed by feedback leads to the same amount of learning as retrieval success. In light of these findings, we propose that separate mechanisms are not needed to explain the effect of retrieval success and retrieval failure on learning. We then review existing theories of retrieval and comment on their compatibility with extant data, and end with theoretical conclusions for researchers as well as practical advice for learners and teachers.