The study examined whether using the retrieval-practice studying technique--in which students alternate between reading a passage and writing memorable information from that passage--improved student learning of a science passage more than the study-once, repeated-study, or concept-mapping techniques. The study found that students using the retrieval-practice technique scored significantly higher than students using the study-once, repeated-study, and concept-mapping techniques. The average percent of correct test questions for each group was 67% for retrieval practice, 27% for study once, 49% for repeated study, and 45% for concept mapping. The research described in this report meets the What Works Clearinghouse (WWC) evidence standards. [The following study is the focus of this "Quick Review": Karpicke, J. D., & Blunt, J. R. (2011). "Retrieval practice produces more learning than elaborative studying with concept mapping." "Science," 331, 772-775.]