The effect of unsuccessful retrieval on children’s subsequent learning

Carneiro, Paula; Lapa, Ana; Finn, Bridgid

doi:10.1016/j.jecp.2017.09.010

Cited by 19 publications

(22 citation statements)

References 42 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…As shown in Figure 2, both kindergarteners and second graders performed better on a final test if they had retrieved guesses (followed by feedback) during the initial learning as opposed to hearing the experimenter’s guess. Preschoolers, however, did not show the same benefits from unsuccessful retrieval (Carneiro et al, 2018).…”

Section: Maximizing the Benefits Of Retrieval Practicementioning

confidence: 99%

See 1 more Smart Citation

Retrieval-Based Learning in Children

Fazio

Marsh

2019

Curr Dir Psychol Sci

View full text Add to dashboard Cite

Testing oneself with flash cards, using a clicker to respond to a teacher’s questions, and teaching another student are all effective ways to learn information. These learning strategies work, in part, because they require the retrieval of information from memory, a process known to enhance later memory. However, little research has directly examined retrieval-based learning in children. We review the emerging literature on the benefits of retrieval-based learning for preschool and elementary school students and draw on other literatures for further insights. We reveal clear evidence for the benefits of retrieval-based learning in children (starting in infancy). However, we know little about the developmental trajectory. Overall, the benefits are largest when the initial retrieval practice is effortful but successful.

show abstract

Section: Maximizing the Benefits Of Retrieval Practicementioning

confidence: 99%

“…Recent evidence suggests that children also benefit from unsuccessful retrieval. Carneiro, Lapa, and Finn (2018) had children learn weakly associated word pairs (e.g., dog–paws ). In one condition, the children were asked to guess each associate before it was provided.…”

Section: Maximizing the Benefits Of Retrieval Practicementioning

confidence: 99%

Retrieval-Based Learning in Children

Fazio

Marsh

2019

Curr Dir Psychol Sci

View full text Add to dashboard Cite

show abstract

“…There is a wealth of studies suggesting that feedback processing increases across childhood and that this increase is related to developing executive functions (Crone et al 2004;Zelazo et al 1996). Support for this conjecture comes from a study in which preschool to third-grade children either had to study complete word pairs or they had to guess the second word of the pair based on the first (Carneiro et al 2018). It was shown that the benefit of guessing over studying increased with age, and that this was partly due to a decrease in interference from wrongly guessed words.…”

Section: For What Ages Has Its Effectiveness Been Demonstrated?mentioning

confidence: 99%

Generative Learning: Which Strategies for What Age?

Brod

2020

Educ Psychol Rev

View full text Add to dashboard Cite

Generative learning strategies are intended to improve students’ learning by prompting them to actively make sense of the material to be learned. But are they effective for all students? This review provides an overview of six popular generative learning strategies: concept mapping, explaining, predicting, questioning, testing, and drawing. Its main purpose is to review for what ages the effectiveness of these strategies has been demonstrated and whether there are indications of age-related differences in their effectiveness. The description of each strategy covers (1) how it is supposed to work, (2) the evidence on its effectiveness in different age groups, and (3) if there are age-related differences in its effectiveness. It is found that while all six generative learning strategies reviewed have proven effective for university students, evidence is mixed for younger students. Whereas some strategies (practice testing, predicting) seem to be effective already in lower-elementary-school children, others (drawing, questioning) seem to be largely ineffective until secondary school. The review closes with a call for research on the cognitive and metacognitive prerequisites of generative learning that can explain these differences.

show abstract

“…For measuring verbal reasoning skills, the Word Guessing Test (Männamaa et al, 2008) was used. We used an eight-item version of the test where the respondent is asked to infer the name of the verbal concepts on the basis of the clues (e.g., “planet” was a correct response to the test item “What is a celestial body that does not produce light and revolves around the Sun?”).…”

Section: Methodsmentioning

confidence: 99%

Why Behavioral Indicators May Fail to Reveal Mental States: Individual Differences in Arousal-Movement Pattern Relationships

et al. 2019

View full text Add to dashboard Cite

It is commonly assumed that behavior reflects the mental states of individuals. However, recent attempts to detect human states of mind via behavioral indicators have not always been successful; behavioral indicators may be unreliable and invalid. In this study we show that one of the common behavioral indicators, change in the overall amount of movement, correlated well with changes in the skin conductance level (SCL) at the group level, which reflects changes in arousal. At the individual level, however, changes in the SCL were related to movement patterns only in about half of the individuals. It is also noteworthy that the level of movement-SCL correlation was very highly predictable by certain social and cognitive characteristics of the individuals. Our results suggest that behavioral indicators may in many cases fail to predict mental states at the individual level.

show abstract

The effect of unsuccessful retrieval on children’s subsequent learning

Cited by 19 publications

References 42 publications

Retrieval-Based Learning in Children

Retrieval-Based Learning in Children

Generative Learning: Which Strategies for What Age?

Why Behavioral Indicators May Fail to Reveal Mental States: Individual Differences in Arousal-Movement Pattern Relationships

Contact Info

Product

Resources

About