Free Recall
 

Free recall is a simple yet profoundly effective strategy backed by decades of cognitive science. In the following article, we'll explore what it is and why it works so well.

​

Performing a free recall is very simple. You just remember everything you can about a topic in no particular order. It is commonly done verbally or written onto a blank sheet of paper. Could an act so simple really be effective?

​

​

​

​

​

​

​

​

​​​​

​

Free recall's efficacy is supported by extensive research. In the influential study above by Karpicke and Blunt (2011), students read a short scientific text and then studied it using different strategies: repeated reading, concept mapping, or retrieval practice via free recall. All groups had equal total study time. One week later, students were tested on both verbatim recall and their ability to make inferences. The free recall group significantly outperformed the others on both measures. ​

​​​​​

Why does free recall work so well? Free recall gives you no specific prompt or direction, thereby facilitating effortful, active retrieval. By accessing information without cueing, the learner becomes less dependent on external cues. In other words, by remembering without external help, the knowledge becomes more intrinsic to your brain, and relies less on the external environment.

​​

Cued recall tasks (e.g. flashcards) facilitate simpler, weaker associations between ideas with no inherent organizational structure. Contrarily, free recall encourages the formation of organized mental schemas. An organized schema is like a well-ordered filing cabinet, where each piece of information is categorized and easier to locate when needed. This effortful act of retrieval makes the concept you recall more accessible, durable, and transferable to more tasks.

​

When you recall only part of a topic, the unpracticed parts can become harder to remember—a phenomenon known as retrieval-induced forgetting (Anderson et al., 1994). For example, if you're studying a list of fruits: apple, banana, orange, and pineapple but only review apple and banana, your memory of orange and pineapple tends to weaken. This happens because your brain suppresses similar, unreviewed information to make the recalled items more distinct. While adaptive, it can lead to unintended forgetting. SAM will explore some different ways to reduce RIF, but one is to recall broadly in each study session, another thing free recall is good for. ​​

​​

On an exam, your task is not simply to know things, but rather to access relevant information when you need it. Sound familiar? That's what free recall practices purely: accessing information. Free recall before an an exam makes the gaps in knowledge especially salient; you don't actually know what you know until you try to retrieve it without help. For many unfortunate students, this only occurs when the exam is already underway. By performing free recall and addressing gaps in knowledge ahead of time, you not only see what don't know, but can now strengthen these missed details. Reintegrating these details effectively requires a bit of nuance, and we will soon learn the best way to do it.

​

But the benefits don’t stop at the concept you’re recalling. Free recall strengthens related, non-recalled knowledge (Chan et al. 2006). When recalling specific content, the brain engages in elaborative processes that reorganize and reinforce associations between concepts. This spreading activation primes related material, making it more accessible in the future—even if it wasn’t part of the original recall. Broad retrieval like free recall, activates a myriad of related associations, strengthening a vast amount of related knowledge.

​

​

​

​

​

​

​

​

​

​​​

​​

The effect is observed for students who practice with free recall (pictured above). The same effect as was not observed for the group who practiced with cued recall.​

​

Not only does free recall reinforce the knowledge that is successfully recalled AND strengthen related information that wasn’t explicitly retrieved, but it also lays the groundwork for more efficient future learning. When new information is encountered, it can be more readily integrated into this newly-organized schema, accelerating comprehension and retention (Arnold & McDermott, 2013). This "future effect" begets a virtuous cycle of understanding now leading to understanding in future lectures and so on.

​​​

Free recall isn’t just effective—it’s remarkably efficient in terms of information practiced per minute. Through the simple act of sitting and remembering, you can surface substantially more details per minute than flipping through flashcards. Ten minutes of free recall might yield the equivalent of a hundreds of flashcards, except you generate both the cue and the response, leading to more robust memory traces. When it comes to cognitive return on time invested, free recall is impossible to beat.​

​​

If free recall seems effective, hold on to your hats, because it's actually more effective than it seems. Consider this peculiar trend: the more effective a study technique is, the less effective it is perceived to be by students. (Kornell & Bjork, 2008).​

​

​

​

​

​

​

​

​​​​​​

​

​

​

​​

​

​

​

​

​

​​​​​​​​​​​​​

Clearly, the evidence outlines that free recall is extraordinarily effective. But its difficult to see that in the moment because the effectiveness is delayed. In the short term, free recall is difficult, mentally taxing, and less immediately rewarding. From an outside perspective, small wonder that free recall, which is difficult and delayed in effectiveness, is predicted to be less effective than re-reading, which is easy and immediately rewarding. Several other desirable difficulties are similarly underutilized due to their lack of immediacy.

​

Free recall builds memory and understanding to an astounding degree, but doesn’t inherently engage any higher learning processes. This is why it is more effective for a biology class than it is for a physics class, for instance. In biology, knowing and understanding are paramount, the desired knowledge is declarative. In physics, higher levels of learning—application and analysis—are more emphasized, the desired knowledge is procedural. For procedural-type classes, SAM employs different types of effortful retrieval.​​​​​​​

​

​

​

Sam Encode: What to do Before Learning (Priming)​​