# Test yourself instead of rereading

> Why pulling a memory out does more than putting it in again, and why rereading fools you.

Lesson 5 of 6 in [Why you remember and forget](https://learnfold.app/learn/memory/), a free course from Learnfold.

Ask students how they study, and most will say they reread their notes or the textbook. It's the most popular strategy by a wide margin. It's also one of the weakest.

### The experiment

In 2006, two psychologists at Washington University in St. Louis gave students short passages to learn, on topics like sea otters and the sun. One group read a passage four times. Another read it once, then spent the rest of the time on three attempts at writing down everything they could remember, with no feedback and no peeking.

Five minutes later, the rereaders remembered more. A week later, the result flipped. The students who had practiced recalling remembered far more, even though they had spent less time looking at the passage.

Then came the detail that matters most. Students also predicted how well they'd do, and the rereaders were the most confident.

### Why rereading fools you

The second time through a page, everything looks familiar. The sentences flow, you know what's coming, and it feels like knowing. Psychologists call this fluency, and it's a poor guide to what you'll be able to produce later. Familiarity tells you that you've seen something. It can't tell you whether you'll pull it back up once the page is closed.

Recall is a different act. When you try to retrieve something, you rehearse the exact move you'll need later, on an exam or in a meeting. Each successful retrieval makes the memory easier to find next time. Even a failed attempt helps, as long as you check the answer afterward.

This is called the testing effect, or retrieval practice. It has been replicated hundreds of times, in real classrooms as well as labs. A major 2013 review of common study techniques rated practice testing and spaced practice as the two most useful. Rereading and highlighting landed near the bottom.



Close the notes and write an answer before you reveal the definition. Notice the difference between recognizing a sentence and producing its meaning yourself.

### Turning study into retrieval

You don't need a formal quiz. Anything that makes you produce the answer counts.

- Close the book and write down everything you remember from a section. Then open it and check what you missed.
- With flashcards, say the answer out loud before you flip. A silent "yeah, I knew that" doesn't count.
- Explain the idea to a friend, or to an empty room, without notes.
- Try practice problems before you reread the worked solutions.
- Ask the AI here to quiz you on a page, one question at a time.

Guessing before you've learned something can help too, as long as you see the right answer soon after. A wrong guess seems to make the correct answer more memorable when it arrives.

Put this together with the last lesson and you have the strongest study plan the research supports. Test yourself, and spread those tests out over days. It will feel harder than rereading, and less satisfying. That feeling is the work happening.

### Rabbit holes

> Why were the students who reread more confident, even though they remembered less?

> Does retrieval practice help with real understanding, or only with memorizing facts?

> What makes a good flashcard question?

Read online: https://learnfold.app/learn/memory/retrieval/