Retrieval practice benefits have been observed in children, healthy older adults, and memory-impaired patient groups, not only college students¶

Claim · All claims
Evidence · 1 study (4 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 Karpicke et al. (2016), that children aged 9-11 who practiced retrieval of word pairs without feedback showed benefits on final free recall and recognition tests. → Karpicke 2017 q2 i? The chapter reports that a few studies suggest benefits become more evident with older children (e.g., age 8) than younger children (e.g., age 6). → Karpicke 2017 (2) q2 i? The chapter reports, citing Meyer and Logan (2013), consistent benefits of multiple-choice retrieval practice over restudying for adults aged 18-25 and 55-65 at 5 min and 2 days. → Karpicke 2017 (3) q2 i? The chapter reports promising results using retrieval practice as memory remediation in patients with multiple sclerosis, traumatic brain injuries, and Alzheimer's-type dementia. → Karpicke 2017 (4)

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 Karpicke et al. (2016) as an exception to feedback-confounded child studies: children "restudy or practice retrieval of word pairs, without feedback, and found bene fits of retrieval practice".

"One exception is Karpicke et al. (2016), who had children, aged 9– 11 years, restudy or practice retrieval of word pairs, without feedback, and found bene fits of retrieval practice on final free recall and item recognition tests."

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, citing Aslan and Bauml (2016) and Lipowski et al. (2014), notes "the bene fits of retrieval become more evident with older children" than with younger children.

"A few studies have suggested that the bene fits of retrieval become more evident with older children (e.g., age 8 years) than with younger children (e.g., age 6 years)"

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 Meyer and Logan (2013), with university, community, and 55-65-year-old samples: results "depict consistent bene fits of retrieval practice over restudying in younger and older adult populations".

"The results are shown in Fig. 7, which depict consistent bene fits of retrieval practice over restudying in younger and older adult populations at both retention intervals."

Karpicke 2017 (4)¶

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 that "Several recent studies have shown promising results using retrieval practice as a memory remediation technique" in multiple sclerosis, traumatic brain injury, and dementia.

"Several recent studies have shown promising results using retrieval practice as a memory remediation technique. This work has been done with patients with multiple sclerosis (Sumowski et al., 2010a ; Sumowski et al., 2013 ), traumatic brain injuries ( Pastotter et al., 2013 ; Sumowski et al., 2010b ), and dementia of the Alzheimer ’s type ( Balota et al., 2006 )."

Discussion¶

Learner Variables¶

• Age and Developmental Stage — moderator: an instructional effect differs with it
• Long-Term Memory — outcome: instruction changes it

Related Claims¶

• Retrieval practice improves long-term retention — the general claim this finding bears on, with the studies behind it
• 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
• Classroom quizzing delivered by clickers, computer software, or paper improves student performance on classroom exams in middle school and college courses — related
• In a Terracotta study across classes, retrieval practice review outperformed restudy review on subsequent exams — related
• Test-enhanced learning generalizes across education levels, from elementary school (g = 0.328) through university/college (g = 0.486). — related
• Younger children are much more suggestible than older children or adults in response to suggestive questions — related