The benefit of retrieval practice over elaborative restudy in primary school vocabulary learning.

Abstract

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A lack of retrieval practice effects in children's recognition and recall memory of novel words during storybook reading

“…This finding was also observed in preschoolers' memory for past events (Hudson, 1990;Hudson and Sheffield, 1998). However, other studies have observed no benefit of retrieval practice in young children (Poole and White, 1991;Ornstein et al, 2006;Goossens et al, 2014;Karpicke et al, 2014). For instance, preschoolers performed comparably on a cued-recall task when the experimenter provided the word for a cue (snow-white) vs. when children were asked to generate the word themselves (e.g., snow-_____; Carneiro et al, 2018).…”

“…Performance was only improved after substantial memory supports were provided (i.e., children filled out a partially completed concept map). However, too much scaffolding at test can also lead to null results: in one study, retrieval practice benefited a fill-in-the-blank vocabulary test but did not benefit performance on a multiple-choice test due to ceiling effects (Goossens et al, 2014). Why does retrieval practice fail to improve children's learning in these situations?…”

“…The alternative hypothesis was that children would not benefit from retrieval practice. Indeed, previous research has sometimes observed null effects, which have been attributed to significant memory constraints in early childhood that impact how well information is stored and retrieved (Poole and White, 1991;Ornstein et al, 2006;Goossens et al, 2014;Karpicke et al, 2014). Taken together, these studies were designed to expand our understanding of the conditions under which retrieval practice is beneficial for children's memory for words.…”

“…For instance, retrieval practice enhances memory for information in children and adults (e.g., Roediger and Karpicke, 2006;Marsh et al, 2012;Coane, 2013;Maddox and Balota, 2015). Retrieval practice is also effective for learning different types of information, such as simple word lists (Bouwmeester and Verkoeijen, 2011;Goossens et al, 2014;Karpicke et al, 2016) and more educationally-relevant information, such as geography knowledge, encyclopedic facts, and science concepts (e.g., Rohrer et al, 2010;McDaniel et al, 2013;Jaeger et al, 2015). Indeed, researchers have identified the testing effect as one of the most replicable learning phenomena in psychological science (e.g., Dunlosky et al, 2013;Rowland, 2014).…”

Investigating the Effect of Retrieval Practice on EFL Students' Retention of Prose Passages: Repeated Testing versus Studying

“…This cognitive strategy has been extensively explored by experimental psychologists. Traditionally, this research has taken place in laboratory settings using diverse learning materials, such as word lists or pairs (Carpenter, 2009;Cranney et al, 2009;Halamish & Bjork, 2011;Peterson & Mulligan, 2013;Goossens et al, 2014;Abel & Bä uml, 2016), factual lists (Carpenter et al, 2008), face-name pairs (Carpenter & DeLosh, 2006), images (Pastötter et al, 2013), prose passages (Chan et al, 2006;Roediger & Karpicke, 2006b;Clark & Svinicki, 2014;Little & McDaniel, 2015;Bae et al, 2019), foreign language vocabulary (Kang & Pashler, 2014), brief multimedia lessons (Johnson & Mayer, 2009), PowerPoint presentations (Vojdanoska et al, 2009), and map-learning tasks (Carpenter & Pashler, 2007). However, no published studies have explored the testing effect on EFL students in particular.…”