Retrieval practice effect and individual differences: current status and future directions

ABSTRACT

Retrieval practice – the act of retrieving information from memory – can be implemented into educational contexts to improve learners’ long-term retention. Here, we provide a narrative review that explores whether individual-difference variables moderate the retrieval practice effect. Studies have examined cognitive, personality, motivational, and attitudinal factors. No consistent relationships between retrieval practice effect and individual-difference variables were identified. Interpreting this literature is challenging due to methodological heterogeneity across studies. We describe the dual-memory framework and the working memory dependent dual-process account, two theoretical accounts that can generate theoretically-driven predictions for future individual-difference studies. In addition, we propose the following research agenda: (a) investigate the test-retest reliability of the retrieval practice effect under experimental paradigms typically used in studies on individual differences; (b) explore the relationship between individual differences and retrieval dynamics in free-recall tests; (c) pursue close replications; and (d) conduct investigations in real-life classrooms.

KEYWORDS:

• Retrieval practice
• testing effect
• learning
• education
• individual differences

Acknowledgments

The ideas in this study are derived from one chapter included in the first author’s doctoral dissertation.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Data availability statement

Data availability is not applicable to this article as no new data were created or analyzed in this study.

Notes

1 Minear et al. (2018) also measured need for cognition and grit, along with measures of the Big Five constructs, academic entitlement, academic self-efficacy, test anxiety, and stress (see their Footnote 1). However, Minear et al. did not report the relationships observed between these variables and the participant-level retrieval practice effect.

Additional information

Funding

This study was financed in part by the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior – Brasil (CAPES) – Finance Code 001.