Retrieval Learning Essay

764 Words 4 Pages
Through the combined principles of focus, repetition, recall, and conscious effort, retrieval

learning promotes the long term storage of data. Such principles supply a driving force that propels

students into an ongoing learning process that stimulates the brain on a neural level and with that

ongoing stimulation improves the retaining of information.

Retrieval learning can prove to be challenging, but through that challenge compels students

to focus their full attention on the subject at hand. When one makes a conscious effort to concentrate

on a specific task they eliminate potential distractions that can interfere with their encoding of

accurate information. An example of this is when I attempted to watch Netflix while studying
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This shows that the more challenging exercise required further concentration on the

monkeys parts in order for them to successfully complete the task. The more concentration one

applies to an undertaking the better the chances they will have to retain information from it.

Whenever we process new information, such as the definition of a derivative, certain

networks of neurons are activated and fire in response. Through the process of retrieval learning

explicit networks of neurons are being activated by corresponding information that one is processing

and retrieving multiple times. It is the repetitive firing of these neurons that strengthens networking

between them and allows for the more efficient storage and recall of information. In repeated study a

student can read a chapter four or five times without going through the crucial stage of recall, which

forces neurons into action so that they might retrieve needed information. Retrieval study in the

other hand goes through the stage of recall each time it is implemented, activating neuron networks

so that they might become further reinforced and retrieve data more accurately and efficiently.

Retrieval learning identifies gaps in conceptualization. In retrieval study students go
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By doing so retrieval study eliminates the false familiarity that

repeated study can bring a student. In repeated study the re-reading of information can cause a

student to believe that they have explicitly learned information when in fact they have done so

implicitly. They have not actually consolidated the information, rather they have just created ties of

faint recognition to it. Retrieval study allows students to identify information that they have not

explicitly learned and will therefore show the areas upon which to focus their attention so that they

might recognize and understand that information for the next time they must retrieve it.

The Retrieval Practices v1 and v2 in the Cognitive Reading Homework specifically compare

the method of retrieval study to others, such as; repeated study, study once, and sessions of studying

with varying numbers of recall tests. In the first study, v1, students in the repeated and study once

groups gave higher prediction scores for the final test than the retrieval group. But, in reality the

student in the retrieval study ended up with higher scores on the final test than the other two.

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