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ERIC Number: EJ1303740
Record Type: Journal
Publication Date: 2021-Jul
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-0663
EISSN: N/A
Comparing and Combining Retrieval Practice and Concept Mapping
O'Day, Garrett M.; Karpicke, Jeffrey D.
Journal of Educational Psychology, v113 n5 p986-997 Jul 2021
Retrieval practice enhances the learning of educational materials, and prior work has shown that practicing retrieval can enhance learning as much as or more than creating concept maps. Few studies have combined retrieval practice with other learning activities, and no prior work has explored whether concept mapping and retrieval practice might produce especially robust effects when the two activities are combined. In two experiments, students studied educational texts and practiced retrieval (by freely recalling the texts), created concept maps, or completed both activities. In the combined-activity condition, students studied and created concept maps prior to practicing retrieval. On a 1-week delayed assessment, practicing retrieval enhanced learning relative to creating concept maps. Surprisingly, combining concept mapping and retrieval practice failed to produce any benefit over retrieval practice without concept mapping, even though students in the combined condition spent substantially more time engaged with the materials than did students in single-activity conditions.
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Identifiers - Location: Indiana
Identifiers - Assessments and Surveys: Flesch Reading Ease Formula
IES Funded: Yes
Grant or Contract Numbers: DRL1149363; R305A150546