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Retrieval Practice Author Name Institutional Affiliation Retrieval Practice Introduction Overview. Learning is important. However, the ability to retain and retrieve the leaned content is what defines the effectiveness of a learning process. Scholastic opinions have, for a long time, been divided on the hypothesis that retrieval practice facilitates effective learning. Racsmány, Szőllősi, and Bencze (2018) submit that retrieval practice promote long-term knowledge through quick and automatized processing of certain cue-target associations. The three also states that recalls practiced through retrieval techniques show a reduced possibility of being forgotten and are resilient to injuries and effects of interference. Pan and Rickard (2017) established that retrieval practice is the most effective learning strategy as it facilitates later memory of practiced responses. Tempel and Frings (2016) also accept the postulate that retrieval practice boosts memory retention for practiced items. They, however, explain that retrieval practice can similarly be detrimental as it can impair unpracticed memories. Definition of terms. Testing effect is the idea that repeated knowledge practice evokes more effective long-term learning than supplementary restudies of the same information. Retrieval practice is the act of recovering or regaining information from memory. For instance, after learning, it is always expected that students remember, for a long period, what they have learned. So, the effort to remember information stored in the memory is what is referred to as retrieval practice. Evidence shows that retrieval practice can either be overt or covert. Overt retrieval
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