Apply retrieval practice regardless of your preferred modality

Testing yourself works for everyone — not just "reading-writing" learners.

Why it works

The testing effect (retrieval practice benefit) is one of the most replicated findings in memory research, and it has been demonstrated across modalities, populations, age groups, and content types. There is no sub-population for whom rereading beats retrieval practice on long-term retention. Learning-styles thinking sometimes leads people to avoid flashcards or self-quizzing on the grounds that they are not "that kind" of learner — a belief the evidence does not support.

How to do it

1. Regardless of your preferred modality, build retrieval practice into every study session.
2. If you are a self-described visual learner, quiz yourself on diagrams — cover the label and name the structure.
3. If you are a self-described auditory learner, explain concepts aloud without notes and see how far you get.
4. The effortful retrieval is the active ingredient — not the modality.

Evidence

Retrieval practice benefits have been demonstrated across populations and formats. Dunlosky et al. (2013) rated practice testing as high utility — the highest category in their review — based on a broad literature with consistent results. Karpicke & Blunt (2011) found retrieval practice produced more durable learning than elaborative studying with concept mapping — the kind of "diagram it out" method a self-described visual learner is most likely to substitute for testing. (rct)

Retrieval practice is a general principle; the optimal specific format (flashcards, written recall, oral quiz) may vary by content type and learner preference without affecting the underlying principle.

Sources

• Dunlosky et al. (2013), improving students’ learning with effective learning techniques, Psychological Science in the Public Interest
• Roediger & Karpicke (2006), test-enhanced learning, Psychological Science
• Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving Students' Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology. Psychological Science in the Public Interest, 14(1), 4–58.
• Roediger, H. L., & Karpicke, J. D. (2006). Test-Enhanced Learning: Taking Memory Tests Improves Long-Term Retention. Psychological Science, 17(3), 249–255.
• Karpicke, J. D., & Blunt, J. R. (2011). Retrieval Practice Produces More Learning Than Elaborative Studying With Concept Mapping. Science, 331(6018), 772–775.

Common mistake

Concluding that because you prefer visual study you don’t benefit from self-quizzing — there is no evidence that learning-style preference moderates the testing effect.