Paper
Retrieval-Based Learning: Positive Effects of Retrieval Practice in Elementary School Children
Published Mar 11, 2016 · Jeffrey D. Karpicke, Jane Blunt, Megan A. Smith
Frontiers in Psychology
65
Citations
3
Influential Citations
Abstract
A wealth of research has demonstrated that practicing retrieval is a powerful way to enhance learning. However, nearly all prior research has examined retrieval practice with college students. Little is known about retrieval practice in children, and even less is known about possible individual differences in retrieval practice. In three experiments, 88 children (mean age 10 years) studied a list of words and either restudied the items or practiced retrieving them. They then took a final free recall test (Experiments 1 and 2) or recognition test (Experiment 3). In all experiments, children showed robust retrieval practice effects. Although a range of individual differences in reading comprehension and processing speed were observed among these children, the benefits of retrieval practice were independent of these factors. The results contribute to the growing body of research supporting the mnemonic benefits of retrieval practice and provide preliminary evidence that practicing retrieval may be an effective learning strategy for children with varying levels of reading comprehension and processing speed.
Retrieval practice benefits elementary school children, regardless of their reading comprehension and processing speed levels.
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