In the first study, undergraduates studied English-Lithuanian word pairs, which were displayed on a screen one by one for 10 seconds. After studying the list, the students practiced retrieving the English words — they had 8 seconds to type in the English word as each Lithuanian word appeared, and those that were correct went to the end of the list to be asked again, and those wrong had to be restudied. Each item was pre-assigned a "criterion level" from one to five — the number of times it needed to be correctly recalled during practice.
In the first experiment, participants took one of four recall tests and one of three recognition tests after a 2-day delay. In the second experiment, in order to eliminate the reminder effect of the recall test, participants were only given a recognition test, after a 1-week delay.
Both experiments found that higher criterion levels led to better memory. More importantly, through the variety of tests, they showed that this occurred on all three kinds of memory tested: associative memory; target memory; cue memory. That is, practicing retrieval of the English word didn’t just improve memory for that word (the target), but also for the Lithuanian word (the cue), and the pairing (association).
While this may seem self-evident to some, it has been thought that only the information being retrieved is strengthened by retrieval practice. The results also emphasize that it is the correct retrieval of the information that improves memory, not the number of times the information is studied.
In a related study, 533 students learned conceptual material via retrieval practice across three experiments. Criterion levels varied from one to four correct retrievals in the initial session. Items also varied in how many subsequent sessions they were exposed to. In one to five testing/relearning sessions, the items were practiced until they were correctly recalled once. Memory was tested one to four months later.
It was found that the number of times items were correctly retrieved on the initial session had a strong initial effect, but this weakened as relearning increased. Relearning had pronounced effects on long-term retention with a relatively minimal cost in terms of additional practice trials.
On the basis of their findings, the researchers recommend that students practice recalling concepts to an initial criterion of three correct recalls and then relearn them three times at widely spaced intervals.
Rawson, K.A. & Dunlosky, J. 2011. Optimizing schedules of retrieval practice for durable and efficient learning: How much is enough? Journal of Experimental Psychology: General, Jun 27, 2011, No Pagination Specified. doi: 10.1037/a0023956