What makes practicing retrieval so much better than review? One answer comes from the psychologist R. A. Bjork’s concept of desirable difficulty. More difficult retrieval ① leads to better learning, provided the act of retrieval is itself successful. Free recall tests, in which students need to recall as much as they can remember without prompting, tend to result in better retention than cued recall tests, in which students ② give hints about what they need to remember. Cued recall tests, in turn, are better than recognition tests, such as multiple-choice answers, ③ where the correct answer needs to be recognized but not generated. Giving someone a test immediately after they learn something improves retention less than giving them a slight delay, long enough so that answers aren’t in mind when they need ④ them Difficulty, far from being a barrier to ⑤ making retrieval work, may be part of the reason it does so.
* retrieval: 불러오기 ** retention: 보유력