NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1036741
Record Type: Journal
Publication Date: 2013-Dec
Pages: 26
Abstractor: As Provided
Reference Count: 42
ISSN: ISSN-1040-726X
The Power of Successive Relearning: Improving Performance on Course Exams and Long-Term Retention
Rawson, Katherine A.; Dunlosky, John; Sciartelli, Sharon M.
Educational Psychology Review, v25 n4 p523-548 Dec 2013
Practice tests and spaced study are both highly potent for enhancing learning and memory. Combining these two methods under the conditions in which they are most effective (i.e., practice tests that invoke successful retrieval from long-term memory and spacing study across days) yields a promising learning technique referred to as "successive relearning." Given the obvious implications of successive relearning for promoting student learning and the voluminous literatures on testing and spacing more generally, surprisingly few studies have evaluated successive relearning, and none have done so in an authentic educational context. The two experiments reported here establish the potency of a successive relearning intervention for enhancing student learning by demonstrating meaningful improvements in course exam performance and on long-term retention tests.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A