Two of the most well-supported revision strategies in cognitive psychology are retrieval practice and spaced repetition. Both are grounded in decades of research on how memory works and are far more effective than passive approaches such as rereading or highlighting.
What is retrieval practice?
Retrieval practice involves actively recalling information from memory, rather than simply reviewing it. This might feel more effortful—but that effort is exactly what strengthens learning.
This is linked to the Testing Effect—the finding that actively recalling information improves long-term retention more than additional study.
Examples of retrieval practice:
- Answering past exam questions without notes
- Using flashcards (question on one side, answer on the other)
- Writing down everything you remember about a topic, then checking accuracy
- Teaching the material to someone else from memory
From a clinical perspective, it is important to normalise that struggling to recall is part of the learning process, not a sign of failure. Many students misinterpret this difficulty as “I don’t know it,” when in fact the effort is strengthening memory pathways.
Why does retrieval practice work?
Each time information is retrieved, the brain:
- Strengthens the neural pathways associated with that memory
- Improves the ability to access the information again in future
- Identifies gaps in knowledge (which can then be targeted)
This is particularly helpful for anxious students, as familiarity with recalling information under mild pressure can reduce panic during exams.
What is spaced repetition?
Spaced repetition involves reviewing information at increasing intervals over time, rather than cramming it in a single session.
This approach is based on the Spacing Effect—the robust finding that information is better retained when learning is spread out.
Example of spacing:
- Day 1: Learn a topic
- Day 2: Review briefly
- Day 4: Test yourself again
- Day 7: Another review
- Day 14: Final consolidation
Each time the material is revisited just as it is starting to be forgotten, it becomes more deeply encoded.
Why spacing matters for mental health
Cramming often leads to:
- Heightened stress and fatigue
- Poor sleep (especially before exams)
- Reduced confidence (“I can’t remember anything”)
In contrast, spaced learning:
- Reduces last-minute pressure
- Builds a sense of control and predictability
- Supports better sleep and overall wellbeing
Combining the two: the most effective approach
Retrieval practice and spaced repetition are most powerful when used together:
- Use retrieval (e.g., flashcards, practice questions)
- Repeat this over spaced intervals
For example:
- Create flashcards for a topic
- Test yourself today
- Re-test in 2 days, then 5 days, then 10 days
This combination strengthens both memory and confidence.
Practical tips for students
- Start early: spacing requires time, so begin revision well before exams
- Prioritise “active struggle”: avoid the temptation to re-read notes repeatedly
- Track difficult topics: revisit them more frequently
- Use simple tools: flashcards (paper or apps), practice papers, or summary sheets
- Keep sessions manageable: short, focused bursts are more effective than long, unfocused ones
Guidance for parents and professionals
- Encourage students to test themselves, not just review notes
- Reassure them that finding it difficult to recall is normal and beneficial
- Support realistic revision schedules that allow for spacing
- Discourage last-minute cramming as a primary strategy
Final reflection
These strategies are not just about improving academic performance—they can also reduce anxiety by increasing familiarity, predictability, and a sense of mastery. When students understand how to revise effectively, they often feel more in control and less overwhelmed.
