The same quizzing or concept-mapping activity produces more learning when done without viewing the material, as retrieval, than while viewing it¶

Claim · All claims
Evidence · 1 study (2 entries) · review r3 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The chapter reports, citing Agarwal et al. (2008), that open-book short-answer quizzes led to more forgetting over 1 week than closed-book quizzes. → Karpicke 2017 q2 i? The chapter reports, citing Blunt and Karpicke (2014), that creating concept maps without viewing texts produced better 1-week short-answer performance than creating them while studying the texts. → Karpicke 2017 (2)

Evidence¶

Karpicke 2017¶

Karpicke, J. D. (2017). Retrieval-Based Learning: A Decade of Progress. Learning and Memory: A Comprehensive Reference, 2nd edition, Volume 2. https://doi.org/10.1016/B978-0-12-809324-5.21055-9

q2 · i? · review · r3

The chapter reports Agarwal et al. (2008), who had students answer short-answer questions with or without text access: "The open-book quiz conditions led to more forgetting over 1 week relative to the closed-book condition".

"The open-book quiz conditions led to more forgetting over 1 week relative to the closed-book condition, in which learners attempted to retrieve answers before studying the answers."

Karpicke 2017 (2)¶

Karpicke, J. D. (2017). Retrieval-Based Learning: A Decade of Progress. Learning and Memory: A Comprehensive Reference, 2nd edition, Volume 2. https://doi.org/10.1016/B978-0-12-809324-5.21055-9

q2 · i? · review · r3

The chapter reports Blunt and Karpicke (2014): on a 1-week short-answer assessment students did better "when they had learned by creating concept maps without viewing the texts, as a retrieval practice activity".

"On a short-answer assessment 1 week after the learning session, students did better when they had learned by creating concept maps without viewing the texts, as a retrieval practice activity, than by creating maps while studying the texts."

Discussion¶

Related Claims¶

• Cheat sheet type was not significantly associated with exam performance on either exam, though a moderate non-significant trend favoured self-created sheets on the final — the general claim this finding bears on, with the studies behind it

• Retrieval practice improves long-term retention — the general claim this finding bears on, with the studies behind it

• Concept Maps Improve Learning
• A review chapter (Karpicke 2017) reports, second-hand, experiments in which retrieval practice produced more learning than concept mapping (Karpicke & Blunt 2011) and than imagery strategies such as the keyword mnemonic (Karpicke & Smith 2012) — related
• A systematic review of 50 classroom experiments found retrieval practice yields medium-to-large benefits in most cases, but only 6% were conducted in non-WEIRD countries — a broader claim this one bears on
• Retrieval practice produces better retention than restudying, with meta-analytic reviews reporting people 2.5 times as likely to remember tested information and medium-to-large classroom effects — a broader claim this one bears on
• Students created and took peer assessments in Forms, learning through writing quiz questions and answer options — related
• Closed-book generative tasks can outperform open-book ones when learners can later reinspect the material — related