Abstract
The type of a recall task may substantially influence the effects of learning by retrieval practice. In a within-subject design, 54 university students studied two expository texts, followed by retrieval practice with either short-answer tasks (targeted retrieval) or a free-recall task (holistic retrieval). Concerning the direct effects of retrieval practice, short-answer tasks led to increased retention of directly retrieved targeted information from the learning contents, whereas free-recall tasks led to better retention of further information from the learning contents. Concerning indirect effects, short-answer tasks improved metacognitive calibration; free-recall tasks increased self-efficacy and situational interest. These findings confirm the assumption that the effects of retrieval practice depend on the type of recall task: short-answer tasks help us remember targeted information units and foster metacognitive calibration. Free-recall tasks help us remember a broader spectrum of information, and they foster motivational factors.
Highlights
Retrieval practice is a learning activity that involves recalling information from memory
We investigated the direct effects of retrieval on learning different types of information and the indirect effects on factors that likely impact further learning such as metacognitive calibration and motivation
The distinctive activation patterns of knowledge we assumed led to specific learning effects. We suggest that this specific learning effect is attributable to spreading activation as a relevant mechanism in retrieval practice
Summary
Retrieval practice is a learning activity that involves recalling information from memory. G. Butler and Roediger 2007; Pyc et al 2014), university settings (Carpenter et al 2016), or online learning (Davis et al 2016; for recent reviews, see Adesope et al 2017; Carpenter 2012; Dunlosky et al 2013; Pan and Rickard 2018; Rowland 2014). Within this huge body of research, different types of retrieval tasks are used when applying or analyzing the effects of retrieval practice A teacher may wonder if she should use more general tasks such as “What do you remember from the text about trees?” (holistic retrieval) or more specific recall tasks such as “What impact does the shape of leaves have on trees?” (targeted retrieval)
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