Holistic retrieval via free-recall improves retention of non-targeted information, but only on the free-recall posttest¶

Claim · All claims
Evidence · 1 study · causal r2 · q2 · i2 medium
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i2 Free-recall practice led to better retention of non-targeted content sections than short-answer practice on the free-recall posttest, but not on the short-answer posttest. → Tino Endres 2020

Evidence¶

Tino Endres 2020¶

Tino Endres, Lena Kranzdorf, Vivien Schneider, Alexander Renkl. (2020). It matters how to recall – task differences in retrieval practice. Instructional Science. https://doi.org/10.1007/s11251-020-09526-1

q2 · i2 · causal · r2

In the same 54-participant within-subject experiment, the holistic-retrieval advantage for non-targeted sections on the free-recall posttest (M = 2.45 vs M = 2.10) reached significance with printed effect size ƞ2 = 0.084 (small-to-medium), while the short-answer posttest showed no difference (p = 0.261).

"This effect was, however, only apparent in the free-recall posttest types (F [1, 53] = 4.841, p = 0.032, ƞ2 = 0.084). It was not revealed in the short-answer posttest types"

Discussion¶

Related Claims¶

• Targeted retrieval via specific short-answer tasks improves retention of directly targeted information more than holistic retrieval via free-recall tasks — related
• Overall posttest performance does not differ between targeted and holistic retrieval conditions — related
• Practicing retrieval of some portions of an educational text can enhance retention of related nontested portions (retrieval-induced facilitation), but not when relational encoding is disrupted — related
• Targeted retrieval via short-answer tasks improves metacognitive calibration more than holistic retrieval via free-recall — related
• Holistic retrieval increases situational interest, with better recall performance predicting greater interest, contrary to the knowledge-deprivation hypothesis — related