In retrieval practice a person takes a cue and recalls the necessary information associated with that cue. The ability to find better or more appropriate unit of information associated with a cue is cue diagnosticity. To increase cue diagnositicity, retrieval practice restricts the possible information that would be recalled with a cue. 

San Jose State University

The cue-driven process of recalling and reconstructing information. Retrieval was assumed to be a neutral learning process, a task done to recall information that did not serve to enhance learning. Now a retrieval event is viewed as a learning activity in itself.

Retrieval Practice

Karpicke, J. D. & Blunt, J. R. (2011). Retrieval practice produces more learning than elaborative studying with concept mapping. Science, 331(6018). 772-775. https://doi.org/10.1126/science.1199327 

Retrieval practice produces more learning than elaborative studying with concept mapping

Definition: taking a test that offers answer options that are subtly incorrect (e.g. true or false, multiple choice) will potentially induce students to pick a wrong answer, think it is correct, and hence acquire erroneous knowledge from completing the test.

Negative Suggestion Effect

The process involves assessing memory retention soon after learning to ensure the accuracy of information encoding. Subsequently, there is a delay before attempting retrieval, followed by an even longer delay for a third retrieval, and so forth.

Expanding Retrieval Schedule

Concept maps were used as part of a retrieval process in one of the tests during the experiment. Concept Mapping as part of retrieval practice is when the concept map is constructed with having access to the material that it summarizes. 

Concept Map as a Retrieval Practice

Cue Diagnosticity in Retrieval Practice 

Roediger, H. L., 3rd, & Butler, A. C. (2011). The critical role of retrieval practice in long-term retention. Trends in cognitive sciences, 15(1), 20–27. https://doi.org/10.1016/j.tics.2010.09.003

The critical role of retrieval practice in long-term retention

By integrating retrieval practice into the educational system, we can potentially boost academic performance in schools. The findings from this study suggest that the act of testing, traditionally construed as an assessment tool, can be employed as a learning tool as well. The so-called test-enhanced learning encourages the students to practice retrieval and engage in effortful processing, making it an effective tool for active learning. 

Educational Implications of Retrieval Practice

The Study by Roediger and Butler found that retrieval practice produces considerable mnemonic benefits in the long run in comparison to repeated studying or passive learning. In other words, active repetition by means of internal recollection is more conducive to long-term retention than passive repetition from an external source. 

Long-Term Mnemonic Benefits of Retrieval Practices in Relation to Repeated Studying

The capacity to apply the knowledge acquired in one situation to different scenarios or utilize learned information in a novel manner, such as finding a solution to a new problem.
In the context of retrieval practice, it promotes the acquisition of knowledge that can be transferred to different contexts. 

Definition of Transfer in the Context of Retrieval Practice

A commonly used method that encourages the use of testing to enhance knowledge through retrieval practice.

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