November 5, 2026 · Knowledge Management Made Simple
Imagine reading a book five times.
“Wonderful!” says Pavel. “I remember everything!”
Oxana closes the book.
“What happened in Chapter 3?”
Silence.
Apparently, the book has a better memory than Pavel.
Psychologists Henry Roediger and Jeffrey Karpicke studied why testing ourselves can improve long-term learning.
Let’s explore three funny examples.
1. The Missing English Word
Pavel learns ten English words.
He reads them repeatedly.
“Easy!”
Oxana hides the list.
“What does squirrel mean?”
“A very small crocodile?”
“Try again!”
After checking his mistake, Pavel tests himself again.
What did we learn?
Trying to retrieve information from memory can strengthen learning. Checking mistakes helps correct misunderstandings.
2. Oxana’s Pancake Examination
Oxana teaches Pavel her pancake recipe.
The next morning, she asks:
“How many eggs do we need?”
Pavel confidently answers:
“Seventeen!”
“Are you making pancakes or feeding an army?”
They check the recipe and try again later.
What did we learn?
Short quizzes with useful feedback can help reveal what we remember and what needs more practice.
3. The Office Safety Quiz
Pavel reads an office safety guide.
“Finished!”
Oxana asks:
“Where’s the emergency exit?”
Pavel points toward the coffee machine.
“Excellent,” says Oxana. “At least we’ll have coffee during the evacuation.”
They check the correct route together.
What did we learn?
Remembering instructions matters when we need to apply them, not just when we read them.
The Big Idea
Roediger and Karpicke demonstrated the Testing Effect: retrieving information can improve later retention.
A test isn’t only a way to measure learning. It can also be part of learning itself.
Why This Matters for Knowledge Management
A knowledge base should help people practise recalling important information, not merely store and reread it.
What About Artificial Intelligence?
AI can generate questions, provide feedback and schedule reviews. But answers must be checked against reliable sources.
“Testing is a powerful means of improving learning, not just assessing it.”
Henry L. Roediger III and Jeffrey D. Karpicke, Test-Enhanced Learning: Taking Memory Tests Improves Long-Term Retention, Psychological Science, 2006, 17(3), pp. 249–255.
The takeaway: Don’t just read what you want to remember. Close the book and try to recall it.
Especially before declaring that a squirrel is a crocodile.
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