This is a Lexicon entry: the mechanism, when it shows up, and the countermeasure. The full correction, with real-world cases and the audit prompt, hasn't been written yet.
When it shows up
Students who test themselves outperform students who re-read by 50% or more on delayed recall. Self-quizzing, flashcards and practice exams work because they force retrieval. The effect is robust across domains, age groups and material types. Difficulty of retrieval enhances the effect: harder recall = stronger memory.
Failure mode
Most learners prefer re-reading because it produces a feeling of fluency and familiarity. This fluency is mistaken for learning. The most effective study strategy (testing) feels harder and less satisfying than the least effective one (re-reading). Metacognitive monitoring fails here.
Countermeasure
Replace passive review with active retrieval practice. Use flashcards, self-quizzing or teach-back methods. Accept that effective learning feels harder than ineffective learning. Combine with the Lag Effect for spaced retrieval practice.
Related traps
Also connected in the mapThe Fluency Effect·4 more, locked
Read next
Entry #630 of 631 in The Lexicon · see the full Lexicon