Retrieval cues, 75, 76– 79, 100,

training, 222; structure

267n5; and accessible

building in, 155; with

information, 268n8; and

write- to- learn and learning

distortions of memory, 112

paragraphs, 89– 90, 210,

Retrieval practice, 3– 4, 11– 12,

232, 269n15

23– 45, 75– 76, 100; in

Refl exive actions: automatic

Columbia Public School

System 1 in, 105– 106, 107,

District, 34, 36, 238; in

108, 115; neural circuits

commercial training, 240;

in, 171; repetitive practice

consolidation of memory in,

required for, 25, 27

74; effort in, 41, 43, 79, 203,

Rehearsal practice: of football

262n14; of football team, 62;

team, 61– 62; as spaced

in free recall exercise, 231;

practice, 76

with learning paragraphs,

Reinhard, Simon, 282– 283n24

89, 232; of lifelong learners,

Reloading learning, 82, 268n10

217– 220; long- term benefi ts

Remembrance of Things Past

of, 35, 39, 44; massed

(Proust), 79

practice compared to, 31, 44,

Renewal by Andersen, 247– 250

203, 261n11; mastery in, 83;

Repetition: in football practice,

in medical education, 23– 27,

61; illusion of mastery in,

29, 57– 58, 60, 212, 213– 215;

Index ê 309

neurogenesis in, 172; of

Shooting an azimuth, testing as,

psychology student, 216– 217;

21, 235– 236

refl ection in ( See Refl ection); Short- answer tests, 41, 262n14

repetition of, 28– 29, 31– 32,

Short- term memory, 49, 72– 73,

43; rereading compared to,