The argument that retrieval practice effects do not occur with materials high in element interactivity is contested, and the chapter judges its research base not convincing¶

Claim · All claims
Evidence · 1 study (4 entries) · review r2–r3 · q1–q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? The chapter reports that van Gog and Sweller (2015) argued retrieval practice effects do not occur with materials high in element interactivity. → Karpicke 2017 q2 i? The chapter reports, citing de Jonge et al. (2015), retrieval practice effects with a randomly ordered text but not with an intact text. → Karpicke 2017 (2) q2 i? The chapter reports, citing Chan (2009), robust retrieval practice effects for both intact and randomly ordered texts. → Karpicke 2017 (3) q2 i? The chapter concludes, citing Karpicke and Aue (2015) and Rawson (2015), that there is a wealth of evidence retrieval practice enhances learning of complex educational texts. → 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

q1 · i? · review · r2

The chapter reports an argument, not a new study: van Gog and Sweller (2015) "argued that retrieval practice effects do not occur with materials that are high in element interactivity", citing texts and worked examples.

"van Gog and Sweller (2015) argued that retrieval practice effects do not occur with materials that are high in element interactivity"

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 · r2

The chapter reports de Jonge et al. (2015), who "observed retrieval practice effects with a randomly ordered text but not with an intact text".

"de Jonge et al. (2015) observed retrieval practice effects with a randomly ordered text but not with an intact text (a format that van Gog and Sweller argued was higher in element interactivity)."

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), who manipulated intact versus randomly ordered texts and "found robust retrieval practice effects for both formats".

"Chan (2009) also manip- ulated whether texts were presented intact or with randomly ordered sentences and found robust retrieval practice effects for both formats."

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 · r2

The chapter's own conclusion: "there is a wealth of evidence that retrieval practice enhances the learning of complex educational texts".

"At the moment, there is a wealth of evidence that retrieval practice enhances the learning of complex educational texts"

Discussion¶

Learner Variables¶

• Long-Term Memory — outcome: instruction changes it

Related Claims¶

• 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
• Retrieval practice produces reliable positive effects at short delays, although some forgetting must set in so that the final test is not at ceiling — 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
• Split-attention and redundancy effects occur for high element interactivity material but disappear for low element interactivity material — related
• Studying worked examples is more effective and more efficient than problem solving for novice learners (the worked example effect) — related
• Testing effect disappears for a coherent complex text but reappears, as reduced forgetting, when the same sentences are scrambled — related
• Retrieval-based learning research emphasizes both direct and indirect effects of retrieval on learning — related