Repeated successful retrieval during learning predicted final recall in both experiments¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3 · i1–i2
Currency · newest study 2018 · 1 of 2 entries checked against their sources (automated) · not reviewed by a person

Subclaims¶

q3 i2 In Experiment 1, each additional successful retrieval attempt increased the probability of correct final recall. → Ariel 2018 q3 i1 The effect persisted in both sessions of Experiment 2, though with smaller coefficients. → 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 · i2 · causal · r2

Multilevel fixed effects logistic regression of Experiment 1 item-level final recall on number of successful retrieval attempts, with random subject and group intercepts; fixed effect β = 0.72, Wald Z = 6.99, p < .001.

"Table 4 shows that the probability of correctly remembering a translation on the final test increased by .67 with each successful retrieval attempt (/H9252 = .72)"

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 · i1 · causal · r2

Separate multilevel logistic regression models for each Experiment 2 session; the number-of-recalls fixed effect was significant in both (initial session Z = 3.55, p < .001; transfer session Z = 2.28, p < .05).

"the probability of recalling translations on the final test increased by .59 (/H9252 = .37) during the initial session and by .54 (/H9252 = .18) during the transfer session for each successful recall attempt during the learning phase"

Discussion¶

Related Claims¶

• Instructed students allocated more total time to learning, and time was correlated with successful retrieval attempts — related
• Retrieval practice instructions led students to recall items to a criterion of about three correct retrievals before dropping them — related
• Retrieval Failure Reduces Benefit — related
• Retrieval Practice Improves Long Term Retention — related
• Students given retrieval practice instructions spontaneously used a repeated retrieval strategy on new materials one week later without further instructions — related
• Retrieval practice instructions improved final recall of translations in Experiment 1 — related
• Successful retrieval practice of more difficult items (short answer, applied) yields greater future predicted success than successful retrieval of easier items (multiple choice, factual) — related
• Map B was self-scored as easier to learn than Map A during the test/study phase — related
• When total learning time is fixed, permitting learners to skip feedback after retrieval improves delayed final recall compared with mandatory feedback — related
• Permitting feedback skipping increases the number of retrieval attempts completed within a fixed learning time — related
• Effects of instructions on some measures were inconsistent across experiments, and instructed students did not recall all items to criterion — related
• Completing more skill levels is associated with higher Checkpoint Quiz post-test accuracy, with positive coefficients for Levels 1, 2, and 4 — related