Retrieval practice benefits extend to nonverbal visual materials, spatial map learning, and educational texts with different structures¶

Claim · All claims
Evidence · 1 study (3 entries) · review r2–r3 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The chapter reports, citing Kang (2010), advantages of retrieval practice over restudy when subjects mentally visualized Chinese characters during retrieval. → Karpicke 2017 q2 i? The chapter reports, citing Carpenter and Pashler (2007), that retrieving missing map landmarks produced better map redrawing on a final test than restudy. → Karpicke 2017 (2) q2 i? The chapter reports, citing Karpicke and Blunt (2011, Experiment 2), equivalent retrieval practice effects for enumeration and sequential text structures. → 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 Kang (2010), with materials presumably not verbalizable: "He observed advantages of retrieval practice relative to a restudy condition with these materials".

"Kang (2010) had subjects practice retrieval of Chinese characters by mentally visualizing the characters during retrieval trials. He observed advantages of retrieval practice relative to a restudy condition with these materials."

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 Carpenter and Pashler (2007), in which students retrieving missing landmarks "showed better retention when they were asked to redraw the maps on a final test relative to a restudy control condition".

"Following initial encoding of the maps, students who expe- rienced maps with missing landmarks dthereby requiring the students to retrieve the landmarks dshowed better retention when they were asked to redraw the maps on a final test relative to a restudy control condition."

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 · r2

The chapter reports Karpicke and Blunt (2011, Experiment 2), which compared enumeration and sequential texts and "found equivalent retrieval practice effects for texts with different structures"; equivalence was not formally tested.

"Karpicke and Blunt found equivalent retrieval practice effects for texts with different structures"

Discussion¶

Learner Variables¶

• Long-Term Memory — outcome: instruction changes it

Related Claims¶

• Existing theoretical accounts attributing the testing effect to enhanced semantic elaboration receive limited support — the general claim this finding bears on, with the studies behind it

• Test-enhanced learning generalizes across education levels, from elementary school (g = 0.328) through university/college (g = 0.486). — the general claim this finding bears on, with the studies behind it

• A review chapter (Karpicke 2017) reports, second-hand, experiments in which retrieval practice produced more learning than concept mapping (Karpicke & Blunt 2011) and than imagery strategies such as the keyword mnemonic (Karpicke & Smith 2012) — related
• Concept mapping improves learning over most comparison conditions by a moderate average amount, but not over time-matched retrieval practice — related
• Retrieval practice enhances performance on final inference and transfer questions relative to restudying, although a single-word fill-in-the-blank task did not — related
• Neuroimaging and stimulation evidence supports shared mechanisms: primary visual cortex activation during imagery — related
• The testing benefit for map learning holds under both quadrant-based and relative-position-based scoring, liberal and stringent — a narrower finding that bears on this claim
• Retrieval-based learning research emphasizes both direct and indirect effects of retrieval on learning — related