Recall to retain
the practice of retrieval as a learning strategy
DOI:
https://doi.org/10.23925/2175-3520.2025i58p26-36Keywords:
Memory, Learning, Education, Retrieval practiceAbstract
Numerous studies have shown that the intentional recall of studied materials can promote the long-term retention of those materials, which raises the possibility of adopting such practice of retrieval as a study strategy. The goal of the present study was to discuss the challenges regarding the application of this strategy in school contexts, especially in Brazilian schools. In addition, the present work aimed at presenting and discussing the main contemporary theoretical proposals on the mechanisms underlying the benefits of this practice. The reviewed literature demonstrates that retrieval practice has important benefits for learning in classroom environments, especially when followed by corrective feedback and conducted in a spaced manner. In Brazilian contexts, it has already been shown to be beneficial for the learning of scientific facts and spelling by elementary school children, although studies on retrieval practice conducted in Brazil are still scarce. Finally, the main theoretical frameworks about the benefits of retrieval practice are presented and discussed, evincing a lack of consensus on the mechanisms underlying such benefits. Taken together, the need for more translational research becomes clear, especially examining the benefits of retrieval practice in comparison to other activities typically conducted in classroom settings.
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