Collaborative Retrieval Practice Reduces Mind-Wandering During Learning.

Abstract

Research has shown engaging in retrieval practice can reduce the frequency of mind-wandering. However, no prior research has examined how engaging in collaborative (as compared to individual) retrieval practice impacts mind-wandering during learning. In the current experiment, participants were asked to study a list of words, followed by retrieval practice that either occurred collaboratively (as a dyad) or individually. During retrieval practice, participants provided self-reports as to whether they were on task or off task. Following retrieval practice, all participants completed an individual final test. Of greatest interest, the results showed that engaging in collaborative retrieval practice decreased the frequency of mind-wandering during learning. In addition, and consistent with prior collaborative learning research, collaborative inhibition during practice and postcollaborative benefits on the final test were observed. The current results provide the first demonstration of an additional benefit to using collaborative retrieval practice: This technique reduces the frequency of mind-wandering.