Three complementary cognitive-science learning principles implemented as spaced retrieval practice with elaborative feedback¶

Theory · All theories
Evidence · 5 claims (3 for, 2 mixed) · 2 studies (1 causal, 1 review), q2–q3 · 1 of 2 report an effect size · 5 claims rest on one study

Description¶

The article organizes its intervention around three robust and complementary learning principles: retrieval practice (testing enhances retention and transfer), feedback containing correct answers with elaboration on why an answer is correct, and spacing review over time rather than massing it. The article states these "can be implemented simultaneously in a practicable manner in the form of spaced retrieval practice with elaborative feedback," which is exactly the design of the smartphone-app intervention tested after the credit workshop.

Design Implications¶

Context¶

Requirements¶

• Learners must have content already acquired (e.g., from a workshop) that can be practiced via retrieval questions
• Feedback must explain and elaborate on the answers, not merely mark right or wrong
• Practice sessions must be distributed over time rather than massed in one session

Constraints¶

• Requires learners to have mobile devices/computers and access to reliable Internet, which the article notes may not be given in rural areas or without unlimited data plans

Target Learners¶

• college students
• adult learners in financial education programs

Target Learning Objectives¶

• retention and transfer of financial knowledge
• durable learning after one-time instruction

Claims¶

• Spaced Retrieval Practice Improves Financial Knowledge Retention [+M]
• The authors attribute the spaced-practice knowledge benefit to deeper learning or transfer, because quiz and final-test items were never repeated [+M]
• Initial retrieval conditions that provide less cue support, such as free recall rather than recognition or fewer letter cues, tend to produce better retention despite lower initial success [+W]
• Practice condition showed no significant association with self-reported financial behaviors about credit [~W]
• Practice condition did not significantly affect learners' subjective confidence about credit knowledge or ability to manage credit [~W]

Related Theories¶

Examples¶

• Augment a single-session financial education workshop with spaced retrieval practice opportunities scheduled days and weeks later

Key Sources¶

• Kang, S. H. K., Eglington, L. G., Schuetze, B. A., Lu, X., Hinterstoisser, T. M., & Huaco, J. (2023). Using Cognitive Science and Technology to Enhance Financial Education: The Effect of Spaced Retrieval Practice. Journal of Financial Counseling and Planning, 34(1), 20–31. https://doi.org/10.1891/JFCP-2021-0032