Students given retrieval practice instructions spontaneously used a repeated retrieval strategy on new materials one week later without further instructions¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3 · i1–i2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 In the Experiment 2 transfer session with neutral instructions and new Swahili materials, the previously instructed group recalled items about three times on average, more than controls. → Ariel 2018 q3 i1 The instructed group also recalled more items on the transfer session final test than controls. → Ariel 2018 (2)

Evidence¶

Ariel 2018¶

Ariel, R., & Karpicke, J. D. (2018). Improving Self-Regulated Learning With a Retrieval Practice Intervention. Journal of Experimental Psychology: Applied. https://doi.org/10.1037/xap0000133

q3 · i2 · causal · r2

Experiment 2 (71 enrolled, 64 completing both sessions) compared instructed and control groups on new Swahili–English materials one week later with no reminders. The instructed group recalled each translation successfully more times, t(62) = 3.79, p < .001, d = 0.95 in the transfer session.

"the retrieval practice instructions group recalled items on average 3 times immediately after the intervention (initial session) and also one week later (transfer session), whereas the control group recalled items significantly less than 3 times in both the initial session, t(32) = 2.93 p < .01, d = 0.51, and the transfer session, t(32) = 7.18, p < .001, d = 1.25"

Ariel 2018 (2)¶

Ariel, R., & Karpicke, J. D. (2018). Improving Self-Regulated Learning With a Retrieval Practice Intervention. Journal of Experimental Psychology: Applied. https://doi.org/10.1037/xap0000133

q3 · i1 · causal · r2

Experiment 2 final recall in both sessions favored the instructed group, showing the initial intervention had a lasting effect on how students learned a new list under neutral instructions one week later.

"the retrieval practice instructions group recalled a higher proportion of items than the control group during both the initial session—retrieval practice instructions: M = .89, SE = .02; control: M = .75, SE = .05), t(62) = 2.34, p < .05, d = 0.59 [0.08, 1.08]—and the transfer session—retrieval practice instructions: M = .88, SE = .04; control: M = .73, SE = .06), t(62) = 2.23, p < .05, d = 0.56 [0.06, 1.06]"

Discussion¶

Related Claims¶

• Learners underuse effective learning strategies such as spacing and retrieval practice — the general claim this finding bears on, with the studies behind it
• Retrieval practice instructions led students to recall items to a criterion of about three correct retrievals before dropping them — possibly the same claim (merge candidate)
• Repeated successful retrieval during learning predicted final recall in both experiments — related
• Retrieval practice instructions improved final recall of translations in Experiment 1 — related
• Retrieval Practice Improves Transfer — related
• On a delayed assessment 1 to 3 months later, many students transferred their appreciation of variation to another context and could explain the meaning of variation — related