Retrieval practice has been widely studied as an effective strategy for enhancing memory. In this review article, we discuss how its effects on learning complex problem-solving procedures are less straightforward, however, with repeated studying of worked examples sometimes more effective than problem-solving practice. This worked example benefit has been interpreted within the framework of cognitive load theory. In both memory-based tasks and problem-solving tasks, students rate retrieval as more effortful, and less effective for learning, than repeated study. Self-regulated learning decisions do not align with the evidence about the effectiveness of retrieval, as students often avoid using retrieval in memory-based tasks but frequently use it in more complex problem-solving tasks. Patterns associated with self-report survey data and self-regulated learning decisions suggest that retrieval may be used primarily as a means of checking knowledge, and the effort experienced during retrieval may drive subsequent study decisions (i.e., the choice to engage in retrieval vs. further study) to the extent that the experienced effort is interpreted as a sign that learning has been ineffective. We discuss implications of students’ views about the purpose of retrieval for effective monitoring and regulation of effort during learning, and propose interventions that may improve students’ optimal use of retrieval in their study decisions.

检索练习已被广泛研究为增强记忆的有效策略。在这篇评论文章中，我们讨论了它对学习复杂的问题解决程序的影响如何不太直接，但是，对工作示例的反复研究有时比解决问题的实践更有效。这个工作实例的好处已经在认知负荷理论的框架内得到了解释。在基于记忆的任务和解决问题的任务中，与重复学习相比，学生认为检索工作更努力，学习效果更差。自我调节的学习决策与关于检索效果的证据不符，因为学生经常避免在基于记忆的任务中使用检索，而经常将其用于更复杂的解决问题的任务中。与自我报告调查数据和自我调节的学习决策相关的模式表明，检索可以主要用作检查知识的手段，并且在检索过程中所经历的努力可能会驱动后续的研究决策（即，进行检索与选择参与）。进一步的研究），以至于将有经验的努力解释为学习无效的标志。我们讨论了学生关于检索目的的观点的含义，以有效地监视和调节学习过程中的努力，并提出干预措施，以改善学生在学习决策中对检索的最佳利用。选择进行检索还是继续学习），以将经历的努力解释为学习无效的标志。我们讨论了学生关于检索目的的观点的含义，以有效地监视和调节学习过程中的努力，并提出干预措施，以改善学生在学习决策中对检索的最佳利用。选择进行检索还是继续学习），以将经历的努力解释为学习无效的标志。我们讨论了学生关于检索目的的观点的含义，以有效地监视和调节学习过程中的努力，并提出干预措施，以改善学生在学习决策中对检索的最佳利用。