Effects of instructions on some measures were inconsistent across experiments, and instructed students did not recall all items to criterion¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Cumulative attempted recall did not differ between groups in either Experiment 2 session, unlike Experiment 1. → Ariel 2018 q3 i? Instructed students failed to recall every translation three times in both experiments. → Ariel 2018 (2)

Evidence¶

Ariel 2018¶

Ariel, R., & Karpicke, J. D. (2018). Improving Self-Regulated Learning With a Retrieval Practice Intervention. Journal of Experimental Psychology: Applied. https://doi.org/10.1037/xap0000133

q3 · i? · causal · r2

Experiment 2 cumulative learning analysis (Table 2): both groups attempted retrieval for nearly all items (98% in Session 1, over 90% in Session 2), so attempted recall showed no group difference; cumulative recall differed significantly only in the transfer session, t(62) = 2.43, p < .05.

"the number of unique items attempted for recall during learning was not significantly different between groups in either Session 1, t(62) = 1.18, p = .24, d = 0.30 [−0.20, 0.79], or Session 2, t(62) = .86, p = .39, d = 0.22 [−0.28, 0.71]"

Ariel 2018 (2)¶

Ariel, R., & Karpicke, J. D. (2018). Improving Self-Regulated Learning With a Retrieval Practice Intervention. Journal of Experimental Psychology: Applied. https://doi.org/10.1037/xap0000133

q3 · i? · no effect size could be confirmed in the full text · causal · r2

In both experiments, instructed students did not apply the three-recall criterion uniformly across items; the authors state the reason is unclear and defer discussion to the General Discussion.

"students failed to recall all items to the criterion specified by the strategy instructions (i.e., recall every translation correctly 3 times) in both sessions of the experiment. Why students failed to use this strategy consistently for all items is unclear."

Discussion¶

Related Claims¶

• Learners underuse effective learning strategies such as spacing and retrieval practice — the general claim this finding bears on, with the studies behind it
• Retrieval practice instructions led students to recall items to a criterion of about three correct retrievals before dropping them — related
• Instructions increased self-testing and cumulative learning but not study choices or feedback seeking in Experiment 1 — related
• Instructed students allocated more total time to learning, and time was correlated with successful retrieval attempts — related
• In eSpark quests requiring three post-quiz attempts, students reached the 80 percent mastery criterion only 14 percent of the time — related
• Repeated successful retrieval during learning predicted final recall in both experiments — related
• Retrieval practice instructions improved final recall of translations in Experiment 1 — related