How to do free recall (AKA active recall) - Language learning demonstration

Free or active recall is one of the simplest and most effective ways of studying. You can use it for language learning, learning anatomy, learning history - anytime you want to remember information in the long-term. But many students are either unaware of free recall or don't know how to do it very well. In this video, I demonstrate free recall and explain a little bit about why it works. Join my online learning community: https://www.benjaminkeep.com/community 00:00 Introduction 00:29 A demonstration of free recall. 2:07 Round two. 3:14 Recommended intervals. 4:00 Why does free recall work? 5:33 Troubleshooting the technique. References: On the superiority of free recall to elaboration, see: Karpicke, J. D., & Blunt, J. R. (2011). Retrieval practice produces more learning than elaborative studying with concept mapping. Science, 331(6018), 772-775. https://mrbartonmaths.com/resourcesne... Karpicke, J. D., & Roediger III, H. L. (2008). The critical importance of retrieval for learning. science, 319(5865), 966-968. http://psychnet.wustl.edu/memory/wp-c... Free recall is most effective only when the items have been "cleared" from your short term memory. Karpicke, J. D., & Roediger III, H. L. (2007). Repeated retrieval during learning is the key to long-term retention. Journal of Memory and Language, 57(2), 151-162. https://citeseerx.ist.psu.edu/viewdoc... On optimal spacing intervals, see: Carpenter, S. K, Cepeda, N. J., Rohrer, D., Kang, S. H. K., & Pashler, H. (2012). Using spacing to enhance diverse forms of learning: Review of recent research and implications for instruction. Educational Psychology Review, 24, 369-378. https://files.eric.ed.gov/fulltext/ED... Free recall "enhances organizational processes". In other words, it reduces interferences and helps us to organize what we know. Zaromb, F. M., & Roediger, H. L. (2010). The testing effect in free recall is associated with enhanced organizational processes. Memory & cognition, 38(8), 995-1008. https://link.springer.com/content/pdf...