The advantage of recitation over rereading is greater the less connected the learning material (Kühn 1914; Gates 1917)¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? As reported by the review, citing Gates (1917) summarizing Kühn (1914), the advantage of recitation over reading differs considerably according to the kind of material, being greater for less connected material. → van Gog 2015

Evidence¶

van Gog 2015¶

van Gog, T., & Sweller, J. (2015). Not New, but Nearly Forgotten: the Testing Effect Decreases or even Disappears as the Complexity of Learning Materials Increases. Educational Psychology Review, 27, 247–264. https://doi.org/10.1007/s10648-015-9310-x

q2 · i? · review · r2

The review attributes to Gates (1917), elaborately describing Kühn's (1914) study, the summary that "the more senseless and less connected the material, the greater the advantage of recitation over reading"; Gates then replicated Kühn's findings with schoolchildren and adults.

"the more senseless and less connected the material, the greater the advantage of recitation over reading"

Discussion¶

Related Claims¶

• Rereading is less effective than retrieval practice — related
• Summarization, highlighting, the keyword mnemonic, imagery for text, and rereading receive low utility assessments — related
• Rereading Is A Low Utility Study Strategy — related
• Well-organized texts following rhetorical schemata are better remembered than disorganized texts, and high-structure information is more likely to be recalled — related