Recognition tests yield higher word-learning effect sizes than recall tests¶

Claim · All claims
Evidence · 1 study · quant-synthesis r3 · q3 · i3 large
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 Using a recognition test significantly increased effect sizes by 0.42 standard deviation units relative to a recall test. → de Vos 2018

Evidence¶

de Vos 2018¶

de Vos, J. F., Schriefers, H., Nivard, M. G., & Lemhöfer, K. (2018). A Meta-Analysis and Meta-Regression of Incidental Second Language Word Learning from Spoken Input. Language Learning. https://doi.org/10.1111/lang.12296

q3 · i3 · quant-synthesis · r3

Meta-regression predictor for mode of testing (51 recognition vs. 54 recall effect sizes). Table 3 reports Testing: recognition β = 0.42, z = 4.42, p < .0001. The authors interpret testing mode as reflecting the depth at which new word knowledge can be processed rather than influencing learning itself.

"Using a recognition test significantly increased effect sizes with 0.42 stan- dard deviation units relative to using a recall test."

Discussion¶

Related Claims¶

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• Initial retrieval conditions that provide less cue support, such as free recall rather than recognition or fewer letter cues, tend to produce better retention despite lower initial success — related
• L2 learners report higher certainty for meaning recognition than for meaning recall or form recognition of newly encountered words — related