Retrieval practice improved literal premise recall but did not improve deductive inference transfer compared to restudy¶

Claim · All claims
Evidence · 1 study · review r3 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Across Tran et al.'s experiments, retrieval practice on premise scenarios did not improve the ability to make deductive inferences on a delayed test, although the fourth experiment showed a testing effect for literal premise recall. → van Gog 2015

Evidence¶

van Gog 2015¶

van Gog, T., & Sweller, J. (2015). Not New, but Nearly Forgotten: the Testing Effect Decreases or even Disappears as the Complexity of Learning Materials Increases. Educational Psychology Review, 27, 247–264. https://doi.org/10.1007/s10648-015-9310-x

q2 · i? · review · r3

The review narrates Tran et al.'s experiments in which students studied premise scenarios, then restudied or practiced retrieval, before multiple-choice transfer questions requiring deductive inferences: "they found no evidence that having engaged in retrieval practice improved the ability to make inferences", though premises showed a testing effect.

"they found no evidence that having engaged in retrieval practice improved the ability to make inferences, although their fourth experiment did show a testing effect with regard to the premises"

Discussion¶

Learner Variables¶

• Inferencing — outcome: instruction changes it

Related Claims¶

• Retrieval practice enhances performance on final inference and transfer questions relative to restudying, although a single-word fill-in-the-blank task did not — reports the opposite
• Whether prompting students to construct explanations during retrieval adds benefit beyond initial free recall is mixed across studies — related