Practicing retrieval of some portions of an educational text can enhance retention of related nontested portions (retrieval-induced facilitation), but not when relational encoding is disrupted¶

Claim · All claims
Evidence · 1 study (3 entries) · review r3 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The chapter reports, citing Chan et al. (2006), that short-answer retrieval practice on educational texts enhanced later performance on both tested and nontested material relative to no retrieval practice. → Karpicke 2017 q2 i? The chapter reports, citing Chan (2010), that these retrieval-induced facilitation effects persist after delays of 1 day and 1 week. → Karpicke 2017 (2) q2 i? The chapter reports, citing Chan (2009), that with randomized sentence order retrieval practice still enhanced tested portions but no longer produced facilitation for nontested material. → Karpicke 2017 (3)

Evidence¶

Karpicke 2017¶

Karpicke, J. D. (2017). Retrieval-Based Learning: A Decade of Progress. Learning and Memory: A Comprehensive Reference, 2nd edition, Volume 2. https://doi.org/10.1016/B978-0-12-809324-5.21055-9

q2 · i? · review · r3

The chapter reports Chan et al. (2006), whose initial questions covered only some portions of texts: "practicing retrieval enhanced performance on both the tested and nontested material".

"On a later criterial test, practicing retrieval enhanced performance on both the tested and nontested material, relative to control conditions that did not practice retrieval."

Karpicke 2017 (2)¶

Karpicke, J. D. (2017). Retrieval-Based Learning: A Decade of Progress. Learning and Memory: A Comprehensive Reference, 2nd edition, Volume 2. https://doi.org/10.1016/B978-0-12-809324-5.21055-9

q2 · i? · review · r3

The chapter reports Chan (2010), showing that "these transfer effects persist after delays of 1 day and 1 week".

"Chan et al. called this phenomenon retrieval-induced facilitation (see also Little et al., 2011 ). Importantly, Chan (2010) showed that these transfer effects persist after delays of 1 day and 1 week."

Karpicke 2017 (3)¶

Karpicke, J. D. (2017). Retrieval-Based Learning: A Decade of Progress. Learning and Memory: A Comprehensive Reference, 2nd edition, Volume 2. https://doi.org/10.1016/B978-0-12-809324-5.21055-9

q2 · i? · review · r3

The chapter reports Chan (2009), where randomizing sentence order disrupted relational encoding: "there was no longer a retrieval-induced facil- itation effect for nontested material".

"For these texts, retrieval practice enhanced subsequent retention for tested portions of the material, but there was no longer a retrieval-induced facil- itation effect for nontested material."

Discussion¶

Learner Variables¶

• Long-Term Memory — outcome: instruction changes it

Related Claims¶

• Retrieval Practice Improves Transfer — the general claim this finding bears on, with the studies behind it
• Question prompts improve learning — related
• Retrieval practice enhances final-test recollection of contextual details and speeds final retrieval, as shown by list discrimination, response time, and cumulative recall measures — related
• Struggling to encode, retrieve, and reorganize information produces deeper comprehension and retention, and AI-supplied ready-made solutions short-circuit these processes — related
• Pre-instruction testing enhances memory for directly tested text content relative to non-testing controls, at both immediate and one-week delayed posttests — related
• Cued-recall testing can impair later memory for competitive, related but non-practiced information (retrieval-induced forgetting) — related
• Targeted retrieval via specific short-answer tasks improves retention of directly targeted information more than holistic retrieval via free-recall tasks — related
• Holistic retrieval via free-recall improves retention of non-targeted information, but only on the free-recall posttest — related
• Targeted retrieval via short-answer tasks improves metacognitive calibration more than holistic retrieval via free-recall — related
• Practice testing yields transferrable learning relative to a nontesting reexposure control condition (d = 0.40) — related
• Retrieval practice effects on mediator-cued final tests have been positive, but Coppens et al. (2016) concluded the true effect may be only about 0.10 to 0.20 — related