Retrieval practice – actively pulling knowledge from memory – has long been hailed as one of the most powerful learning strategies. However, the question remained: does it also aid in understanding more complex concepts? More importantly, does it make knowledge applicable in new situations?

Daniel Corral and Shana Carpenter (2025) tested this in three experiments with hundreds of students. Everyone first studied key concepts in research methods, such as confounds and self-selection. Then came the practice phase, but in different ways. Some students had to answer short-answer questions (retrieval), while others took multiple-choice quizzes (recognition). Some restudied the slides. Another group studied the questions with the answers provided. A control group did nothing beyond the initial study.

Afterwards, all students took a test. It was partly with the same questions (to measure retention) and partly with new application questions (to measure transfer).

The results were telling. In the first experiment, with just one round of practice and a test administered eight minutes later, retrieval provided only a small edge. It was sufficient for remembering, but not for applying knowledge in new contexts. Things changed in the second and third experiments. Students did three rounds of retrieval practice, received feedback after each answer, and took the final test a week later. This time, retrieval outperformed the other strategies – both on repeated questions and on novel application questions.

The message for practice is clear. A single quiz at the end of a lesson is a start, but not enough. Retrieval practice is most effective when learners receive repeated opportunities with feedback. This, along with some time elapsing before the final test, is key. That way, you don’t just strengthen memory, you also build the ability to use knowledge flexibly when it really matters.

Learning is not about what you happen to understand today. It is about what you still know – and can apply – next week. Retrieval practice, used wisely, helps make that possible.

Abstract of the study:

Aims
Retrieval practice is effective for enhancing memory, but its effects on transfer are less clear. The current study compared the effects of retrieval versus non-retrieval-based strategies on retention and transfer of research methods concepts.
Sample and methods
In Experiment 1 (N = 309), participants completed one short-answer factual quiz and received correct-answer feedback (retrieval), one multiple-choice quiz with correct-answer feedback (recognition), restudied the original learning materials (restudy), or studied the short-answer quiz questions and answers (quiz study). Eight minutes later, participants received a final test over repeated questions (multiple-choice versions of the practice questions), and application questions (never-before-seen multiple-choice questions requiring application of the concepts). Experiments 2 (N = 158) and 3 (N = 255) involved the same retrieval, restudy, and quiz study conditions, but involved three rounds of retrieval practice and a one-week delayed final test.
Results
Retrieval enhanced performance compared to restudy, but not compared to quiz study or recognition, on repeated but not on application final test questions (Experiment 1). Retrieval produced better performance than restudy and quiz study on repeated final test questions (Experiment 2) and application final test questions (Experiment 3). Conditional analyses on application question performance given accurate repeated question performance revealed an advantage of retrieval, indicating that retrieval enhances the recognition component of transfer.
Conclusion
Retrieval practice benefits both retention and transfer of complex concepts. These benefits appear more likely to occur when a sufficient amount of retrieval practice is provided and learning is measured over a delay of several days.