Abstract
Spaced retrieval practice is a learning strategy whereby information is retrieved multiple times with each retrieval attempt separated by a time gap. We conducted a semester-long classroom intervention to investigate the benefits of spaced retrieval practice on memory and transfer. Each week, students engaged in three, spaced learning practice sessions (LPSs) during which they either answered multiple-choice (MC) questions about that week’s course content (retrieval practice) or were shown the MC questions with the correct answer selected (restudy). Three weeks after the last LPS, participants completed a final MC test comprising (1) repeated questions from the LPSs, (2) transfer questions that had the same answer options as corresponding LPS questions and queried related topics, but had different correct answers, or (3) new questions about lecture content. A typical retrieval practice effect was observed for repeated questions (retrieval > restudy). Although we did not observe a transfer effect on overall final test accuracy (related = new), further exploratory analyses that used purer measures of transfer revealed evidence of both positive and negative transfer. Furthermore, retrieval practice (vs. restudying) contributed to an enhanced student experience (greater sense of mastery, motivation, and attentional control, and reduced anxiety). Keywords: spaced learning, retrieval practice, transfer, testing effect, spaced retrieval practice
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