Retrieval Practice: Theoretical Perspectives and the Constructive Simulation Based Learning Hipothesis.

Abstract

A large number of recent studies demonstrate that the act of remembering previously studied contents is an effective strategy to promote the long-term retention of these contents. This strategy, known as "retrieval practice", has been viewed as an effective strategy to improve learning in different educational settings. However, there is still no consensus about which cognitive mechanisms produce its benefits. The present work is a scope review which covers the main theories about the cognitive mechanisms underlying the benefits of retrieval practice. After critically reviewing such theories, we propose a new theoretical account, which is based on cognitive neuroscience findings and intends to resolve inconsistencies found in previous theories. This new hypothesis assumes that the benefit of retrieval practice results from the engagement of constructive episodic simulations, which are sustained by neural structures of the default mode network. More importantly, while such episodic simulation processes can be engaged by memory tasks, such as retrieval practice, they can be also engaged by tasks involving semantic elaboration or imaginative processes. As a consequence, the present hypothesis predicts that the benefits of retrieval practice should be reproduced by alternative cognitive tasks, as long as they engage constructive episodic simulations.