Covert and Overt Retrieval Practice in the Classroom

Retrieval practice, or actively bringing information to mind, can promote meaningful learning. Recent research has found little difference between overt retrieval, where information is produced, and covert retrieval, where information is brought to mind, but has primarily used simple materials. The purpose of the current work was to investigate whether covert retrieval can be used in classroom settings with educationally relevant learning materials. In Experiment 1, overt retrieval, but not covert retrieval, produced greater learning over a restudy control condition. In Experiment 2, we inserted overt and covert retrieval practice into live classroom lectures and implemented a cold calling procedure to increase the likelihood that students would bring the answers to mind during covert retrieval. Both types of retrieval improved performance on a final assessment 2 days later compared with a lecture in which no questions were inserted, and there was no difference between overt and covert retrieval. In classrooms, covert retrieval with cold calling may be a viable way to quickly implement retrieval practice during lectures to improve long-term retention of the information being taught.