Research Gap · Learning & Thinking · Resolved
Which learning practices improve durable memory, and how should Brali separate retention from transfer and application?
Prefer meta-analyses and classroom/field studies that distinguish direct retention, forward effects, and application outcomes.
Resolved 2026-08-20. Memory moved from an ontology growth gap to active coverage after Brali reviewed current evidence on wakeful rest and retrieval practice, narrowed unsupported transfer claims, and published trusted protocols that preserve those evidence boundaries.
Evidence boundary
Do not collapse remembering, learning later material, and skill application into one testing-effect claim.
Discovery queries
retrieval practice spaced practice learning meta analysis educationpretesting guessing feedback errorful generation vocabulary learning randomized experiment meta analysiswakeful rest post learning memory consolidation meta analysis
Research candidates
- Wakeful rest and memory consolidation in an ecologically valid educational setting: no benefit over distractor tasks · challenge-existing · 2026-02-26
- Enhancing Academic Performance Through Self-Explanation in Digital Learning Environments (DLEs): A Three-Level Meta-Analysis · propose-protocol · 2025-03-08
- The Effect of Prequestions on Learning: A Multilevel Meta-Analysis · propose-protocol · 2025-12-10
- Mixed effects of retrieval practice on the acquisition of procedural knowledge in verb spelling education · challenge-existing · 2026-08-01
- Distributed practice in verbal recall tasks: A review and quantitative synthesis · support-existing · 2006-05-01
- The effect of testing versus restudy on retention: a meta-analytic review of the testing effect · support-existing · 2014-08-25
- Research on the testing effect routinely conflates direct and forward testing effects: A meta-analysis of testing effects with free recall · challenge-existing · 2026-06-08
- Duolingo-inspired pretesting with words and pictures improves vocabulary learning · propose-protocol · 2026-03-06
- Should we all just take 10? A meta-analysis of wakeful rest · propose-protocol · 2026-01-15
Reviewed Evidence Decisions
- Distributed practice in verbal recall tasks: A review and quantitative synthesis · support-existing · reviewed 2026-08-22
- The Effect of Prequestions on Learning: A Multilevel Meta-Analysis · propose-protocol · reviewed 2026-09-15
- Mixed effects of retrieval practice on the acquisition of procedural knowledge in verb spelling education · challenge-existing · reviewed 2026-08-18
- Enhancing Academic Performance Through Self-Explanation in Digital Learning Environments (DLEs): A Three-Level Meta-Analysis · propose-protocol · reviewed 2026-09-15
- Research on the testing effect routinely conflates direct and forward testing effects: A meta-analysis of testing effects with free recall · challenge-existing · reviewed 2026-08-18
- The effect of testing versus restudy on retention: a meta-analytic review of the testing effect · support-existing · reviewed 2026-08-22
- Duolingo-inspired pretesting with words and pictures improves vocabulary learning · propose-protocol · reviewed 2026-09-02
- Wakeful rest and memory consolidation in an ecologically valid educational setting: no benefit over distractor tasks · challenge-existing · reviewed 2026-08-28
- Should we all just take 10? A meta-analysis of wakeful rest · propose-protocol · reviewed 2026-08-18
Trusted Topic protocols
- Active Recall: Close the Notes and Make Memory Work · reviewed
- Ask a Few Questions Before You Start Learning · reviewed
- Attempt First, Use AI for Feedback, Retest Without It · reviewed
- Explain What You Just Learned in Your Own Words · reviewed
- Separate Review Sessions Instead of Cramming · reviewed
- Try Quiet Wakeful Rest After Learning · reviewed
Closure rule
Brali does not close this gap because a paper exists or because a protocol sounds plausible. Closure requires an explicit resolution whose reviewed Evidence Decisions map to this Topic and whose referenced protocols are present in the trusted protocol feed for the same Topic.