The Benefits of Varied Practice in Studying
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In a nutshell
- Changing how you practice retrieving information, like studying vocabulary through different sentences or concepts through varied questions, leads to better long-term learning than repeating the same method, even though it feels more difficult in the moment.
- This “variable retrieval” approach works best when combined with two other proven techniques: spacing out study sessions over time and actively trying to recall information rather than just re-reading it.
- While students consistently believe that repetitive practice is more effective, research shows that creating multiple “pathways” to access information in memory through varied practice actually produces superior results – a disconnect that presents challenges for implementing these findings in educational settings.
WARSAW — Looking to master a new language or ace your next exam? Scientists have discovered that changing up how you practice retrieving information leads to better learning outcomes — even though it might feel harder and less effective in the moment.
Research published in the Proceedings of the National Academy of Sciences challenges conventional wisdom about study techniques. While spaced repetition and practice testing have long been considered gold standards for learning, researchers from Polish universities have found that varying the way material is practiced can boost these benefits even further.
For individuals looking to learn a foreign language, traditional methods might have you review the same flashcard repeatedly: “lattia – floor.” But according to this new research, you’d learn better by encountering that word in different contexts each time: “Dad is sweeping the lattia,” then “There’s a carpet on the lattia,” followed by “A dog is lying on the lattia.”
The research team designed their experiments with careful attention to real-world learning scenarios. In their first set of studies, they recruited Polish university students who had never studied Finnish, ensuring everyone started at the same level. Some participants first studied 40 Finnish words paired with their Polish translations, while others jumped straight into practice sessions.
Instead of using simple flashcards, the researchers embedded each Finnish word into full sentences that provided context clues about its meaning. Think of the difference between memorizing “lattia = floor” versus figuring out what “lattia” means from sentences like “Dad is sweeping the lattia” or “The cat is sliding across the lattia.”
Students went through five rounds of practice with these sentences. Half of the words appeared in the same sentence every time. For example, participants would see “Dad is sweeping the lattia” five times in a row. The other half appeared in different sentences each time, forcing students to think about the word in new contexts.
Some participants got immediate feedback after each attempt, seeing the correct translation, while others had to rely solely on their memory. The researchers also played with timing. Some students practiced words with longer gaps between repetitions (about 40 other words in between), while others encountered them more rapidly.
Across seven experiments involving nearly 300 participants, this “variable retrieval” approach consistently led to better retention compared to reviewing information in the same way repeatedly. The improvements showed up both immediately after learning and when tested 24 hours later.
Most intriguingly, this enhancement effect worked particularly well when combined with two other proven learning techniques: spreading out study sessions over time (known as spacing) and actively trying to recall information rather than simply re-reading it (retrieval practice).
Memory, it turns out, welcomes a challenge. The concept can be compared to creating multiple paths to stored information in our brains. When we learn something in various ways, we’re essentially building different routes to access that knowledge later. During an exam, for instance, if a question matches even one of these mental pathways, we’re more likely to retrieve the correct information.
“If we want our knowledge to be useful, i.e., accessible in different circumstances and in response to different cues or questions on a test, we should enrich our study sessions with the following difficulties: retrieving previously learned information (instead of reading it multiple times), spreading learning over a period of time (instead of accumulating it in a single learning session), and retrieving information from memory in different ways (and not in response to the same cue),” explains study co-author Ewa Butowska-Buczyńska from the Faculty of Psychology in Warsaw, USWPS, in a statement.
To test whether these findings held up beyond vocabulary learning, the team conducted another experiment with English-speaking students learning geology concepts. Instead of sentences, they used different types of questions about the same concept. For instance, one group might see the same question about tectonic plates three times, while another group encountered three different questions about plate tectonics, each approaching the concept from a different angle.
This creates an interesting paradox in learning: the techniques that feel more challenging and less fluid during practice actually lead to better long-term retention. While students might interpret this difficulty as a sign that learning isn’t happening effectively, research shows the opposite is true: this productive struggle strengthens memory and understanding.
This disconnect between perceived and actual effectiveness presents a challenge for educators hoping to implement these findings. Students may resist learning techniques that feel more difficult, even when those techniques produce better results.
While these findings offer promising directions for improving learning techniques, implementing them requires overcoming the intuitive preference for easier, more repetitive study methods. The challenge now lies in developing practical guidelines that can help students and educators embrace these more effective, if temporarily more demanding, learning approaches.
Real-World Applications for Students and Lifelong Learners
Understanding how variable retrieval works in practice can help make this research more actionable. Consider these everyday learning scenarios:
When studying history, instead of repeatedly reviewing the same textbook passage about World War II, you might first read about the political causes, then examine economic factors, followed by studying personal accounts from different perspectives. Each approach creates a new pathway to understanding the same historical event.
For medical students learning anatomy, this might mean studying the cardiovascular system first through anatomical drawings, then through clinical case studies, and finally by considering how different lifestyle factors affect heart health. Each angle reinforces the core knowledge while building new contextual connections.
Language learners can apply this principle by practicing vocabulary in different situations; first through written exercises, then in conversation scenarios, and later through listening comprehension. A word like “negotiate” might be studied in a business context, then in diplomatic relations, and finally in everyday situations like salary discussions.
Mathematics students might benefit from encountering algebraic concepts first through pure equations, then through word problems, and finally through real-world applications. For instance, understanding quadratic equations through both abstract math and practical physics problems creates multiple routes to access this knowledge.
Even in professional development, this approach can be valuable. Learning new software features through different types of projects, rather than repeating the same tutorial, helps build more flexible understanding that transfers better to real-world challenges.
Remember, while these varied approaches might feel more challenging initially, this productive struggle is precisely what helps cement learning. The key is to resist the temptation to stick with what feels easier and instead embrace the benefits of diverse learning pathways.
Paper Summary
Methodology
The research team conducted seven experiments, primarily with Polish university students learning Finnish vocabulary and English speakers studying geology concepts. In the vocabulary experiments, participants learned word pairs through different practice conditions – some saw the same contextual sentences repeatedly while others encountered varied sentences. The geology experiment had students answer either repeated or varied questions about lecture content. Researchers measured both actual performance and students’ judgments about which method worked better.
Results
Across all experiments, variable retrieval practice produced better learning outcomes than constant practice. This held true both immediately after learning and after a 24-hour delay. The benefits were largest when combined with spaced practice rather than massed practice. However, learners consistently rated constant practice as more effective, even after seeing their superior test performance with varied practice.
Limitations
The research focused primarily on vocabulary learning, with only one experiment testing more complex academic content. While the findings were consistent, more research may be needed to confirm these effects across different types of learning materials and longer retention intervals. The study also relied heavily on university student populations. The researchers acknowledge that their work has been limited to specific experimental conditions, and further research is needed to promote this learning approach on a larger scale. Future studies might explore how these techniques translate to different subjects and learning environments beyond laboratory settings.
Discussion and Takeaways
The research suggests that the benefits of variable practice stem from creating more challenging retrieval conditions that require deeper processing. While this increased difficulty can make learning feel less successful in the moment, it leads to stronger long-term retention. The consistent misalignment between perceived and actual effectiveness presents a challenge for implementing these findings in educational settings.
Funding and Disclosures
This research was supported by grants from the National Science Centre, Poland (2022/47/B/HS6/00365 and 2022/45/B/HS6/01432). The authors declared no competing interests.
Publication Information
Published in PNAS (Proceedings of the National Academy of Sciences) on October 25, 2024. Authors: Ewa Butowska-Buczyńska, Paulina Kliś, Katarzyna Zawadzka, and Maciej Hanczakowski from SWPS University and Adam Mickiewicz University in Poland.
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