Retrieving and applying knowledge to different examples promotes transfer of learning
Abstract
Introducing variability during learning often facilitates transfer to new contexts (i.e., generalization). The goal of the present study was to explore the concept of variability in an area of research where its effects have received little attention: learning through retrieval practice. In four experiments, we investigated whether retrieval practice with different examples of a concept promotes greater transfer than repeated retrieval practice with the same example. Participants watched video clips from a lecture about geological science and answered application questions about concepts: either the same question three times or three different questions. Experiments 3 and 4 also included conditions that involved repeatedly studying the information in the application questions (either the same example or three different examples). Two days later, participants took a final test with new application questions. All four experiments showed that variability during retrieval practice produced superior transfer of knowledge to new examples. Experiments 3 and 4 also showed a testing effect and a benefit from studying different examples. Overall, these findings suggest that repeatedly retrieving and applying knowledge to different examples is a powerful method for acquiring knowledge that will transfer to a variety of new contexts. (PsycINFO Database Record
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Retrieval practice is most effective when learners engage in effortful and successful retrieval, and when motivational and self-regulatory factors support sustained engagement.
“For instance, retrieval practice is most effective when learners engage in effortful and successful retrieval, and when motivational and self-regulatory factors support sustained engagement (Butler et al., 2017; Schwerter et al., 2025).”
From Testing the testing effect on prolific: when retrieval practice fails to boost learning (2026) · cites this paper as Butler et al., 2017
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- Authors
- Butler, A. C., Black-Maier, A. C., Raley, N. D., & Marsh, E. J.
- Affiliations
- The University of Texas at Austin (US)
- Duke University (US)
- Venue
- Journal of Experimental Psychology Applied
- Published
- 2017-12
- Volume
- 23
- Issue
- 4
- Pages
- 433-446
- ISSN
- 1076-898X (ISSN-L)
- 1939-2192
- OpenAlex
- W2777231068
- Cited by
- 51
- References
- 0
- Citations by year
- 2026: 4 · 2025: 6 · 2024: 5 · 2023: 7 · 2022: 8 · 2021: 2 · 2020: 9 · 2019: 5 · 2018: 5
- FWCI
- 2.98
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Experimental Psychology Applied (publishedVersion)
- PubMed (publishedVersion)
- Funders
- Spencer Foundation (201100093)
- Topics
- Life Sciences › Neuroscience › Cognitive Neuroscience › Memory Processes and Influences
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Keywords
- retrieval practice, transfer of learning, application questions, generalization, testing effect, concept learning
- MeSH terms
- Educational Measurement, Humans, Practice, Psychological, Mental Recall, Transfer, Psychology, Knowledge
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