Retrieval-based learning research emphasizes both direct and indirect effects of retrieval on learning¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Retrieval practice affects learning through both direct and indirect effects, as reviewed by Karpicke and Grimaldi. → Pooja K. Agarwal 2012

Evidence¶

Pooja K. Agarwal 2012¶

Pooja K. Agarwal. (2012). Advances in Cognitive Psychology Relevant to Education: Introduction to the Special Issue. Educational Psychol Rev (2012) 24:353–354. https://doi.org/10.1007/s10648-012-9212-0

q2 · i? · review · r2

The introduction previews Karpicke and Grimaldi's review of retrieval-based learning, noting the authors "emphasize the direct and indirect effects of retrieval on learning." No specific effect sizes are given in this commentary.

"Jeffrey Karpicke and Phillip Grimaldi review research related to retrieval-based learningand they emphasize the direct and indirect effects of retrieval on learning."

Discussion¶

Related Claims¶

• Retrieval practice benefits learners regardless of trait anxiety level, but higher trait or induced anxiety is associated with smaller testing effects — related
• The benefits of retrieval practice do not depend on an exact match between initial retrieval practice conditions and the final test format — related
• The argument that retrieval practice effects do not occur with materials high in element interactivity is contested, and the chapter judges its research base not convincing — related
• Most middle and high school students surveyed after classroom retrieval practice programs viewed them positively and said frequent retrieval practice helped them feel less nervous about exams — related
• 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
• Retrieval practice benefits extend to nonverbal visual materials, spatial map learning, and educational texts with different structures — related
• Initial short-answer tests outperform initial multiple-choice tests mainly when feedback follows them; without feedback, the higher initial success of multiple-choice tests can favor multiple-choice — related
• Evidence on whether initial short-answer questions produce more learning than initial multiple-choice questions is mixed, with recent studies finding little or no difference — related