Impact of Retrieval Practice on Memory

Running head: IMPACT OF RETRIEVAL PRACTICE ON MEMORY
IMPACT OF RETRIEVAL PRACTICE ON MEMORY
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1IMPACT OF RETRIEVAL PRACTICE ON MEMORY
Introduction
Research Background
One of salient processes of cognition which plays a key role in the psychological, social
and emotional growth and development within individuals is memory. The aspect of memory can
be implied as the function of brain associated with cognitive processes of storing and retrieving
information, which comprises of basic functions such as encoding, storing and retrieving (Ortony
& Rumelhart, 2017). It is through cognitive processes, which collectively define the umbrella
term of memory, that an individual is able to acquire relevant aspects of store information as and
when the needs arises, which further aggravates into additional essential mental functions which
assist in the performance of daily life activities such as skills of logical reasoning, problem
solving, decision-making and derivation of meaning from relevant situations (Matthews & Meck,
2016). Additionally, it is through adequate memory that enables an individual to remember
previously occurring situations hence resulting in the formation of experiences which forever
remain ingrained and rooted within an individual. Indeed, loss of memory and the associated
processes of reasoning, logic, information retrieval and problem solving, have been observed to
result in detrimental and debilitating implications in terms of daily life functioning and basic
practices of self-care as observed widely in neurodegenerative disorders (Lisman et al., 2017).
Considering the aspect of remembrance and retrieval associated with this cognitive
process, improving and regulating one’s memory is strategy traditionally used by individuals in
assisting them in the performance of activities of daily living which may require the need to
recall relevant pieces of information (Mäkitalo et al., 2017). Such practices find extensive use
among students and academicians alike for whom retaining and retrieving academic information

2IMPACT OF RETRIEVAL PRACTICE ON MEMORY
and study material is essential for undertaking educational activities such as examinations as well
as for the purpose of incorporating, understanding and hence enhancing one’s awareness on the
information being taught (Grey, Williams & Rebuschat, 2015). It is hence for this reason, the
emphasis on identifying and implementing novel strategies of memory enhancement and
improvement on the skills of recalling and retrieving information has drawn interests across
students and individuals eager to positively alter these cognitive skills (Willingham, Hughes &
Dobolyi, 2015). Indeed, adopting appropriate strategies for improvement in terms of memory
and information retrieval, not only enhances and improves learning but also leaves an individual
better equipped to handle daily life as well as complex activities due to aspects of experiential
learning. Hence, taking insights from the identified significance of memory and retrieval of
information, the following research aimed to assess the effectiveness and positive impact of
strategies of retrieval practice in the enhancement of one’s memory and skills of learning (Terry,
2015).
Research Rationale
For the purpose of improvement of one’s memory and information retention skills, a
number of strategies have been suggested and used traditionally by individuals and students
especially to overcome academic oriented challenges and enhance learning of educational
material. Some of these techniques include usage of flashcards, reading of study guides,
reviewing literatures as well as re-reading written information multiple times to improve
comprehensive learning and understanding of information (Miles & Ehri, 2017). The act of
relying on flash cards aimed at improvement of memory and information retention involves
using a set of cards and incorporating brief pieces of information which can be used as a means
of recall or undertaking quick examinations prior to learning. Such strategies of memorizing and

3IMPACT OF RETRIEVAL PRACTICE ON MEMORY
memory enhancement rely on cognitive and learning skills of establishing image-name
relationships and associations as well as usage of mnemonics characterized by attaching unique
acronyms, symbols and pictorial data to essential components of information targeted for
memorizing (Putnam, Sungkhasettee & Roediger, 2016). The general acceptability and
convenience associated with this procedure has hence continued to render flashcard usage as a
traditionally effective and preferred means of memory enhancement and information retention.
Further, additional strategies which have otherwise continued to remain popular for yielding
positive impact on memory include the strategies of creative visualization associated with
individuals summarizing the information in the forms of visual cues resulting in creative,
convenience and quick remembrance of essential data (Li & Tong, 2019).
Further adding on to the repertoire of traditionally popular strategies used for memory
retrieval and cognate improvement include the practices of kinesthetic and demonstrative
learning. Such strategies comprise of individuals practically performing the applying the
concepts which have been learned in real life scenarios. Such strategies of memory enhancement
have been found to be widely used across academic institutions as a means of teaching in the
form of simulation based assignments and activities (Pinzon et al., 2017). Indeed, educational
course comprising of healthcare based activities like nursing as well as age-old science lab
experiments emphasized since school are key examples of demonstrative and kinesthetic based
learning (Nichols, Wöllner & Halpern, 2018). Additionally, reading and preparing food items
based on a recipe book at hand are common daily life activities where we may find the
application and proven effectiveness of such aspects of memory enhancement and learning. Such
strategies of memory enhancement reply extensively upon concepts of experiential learning