Why is free recall practice more effective than recognition practice for enhancing memory? Evaluating the relational processing hypothesis

Rawson, Katherine A.; Zamary, Amanda

doi:10.1016/j.jml.2019.01.002

Cited by 21 publications

(18 citation statements)

References 33 publications

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“…Students should be given varied practice opportunities with each target morphological structure, and exercises should focus on different aspects of morphemes such as their surface form (e.g., the ability to identify the morphemes in a word or combine morphemes to make words) and their meaning (e.g., judging which words fit best in a linguistic or picture context: “Does the word waste fit best with spend or overspend ?”). Finally, teachers should include activities where students are asked to recall words with the target morphemes, as retrieval practice may improve retention (Rawson & Zamary, 2019).…”

Section: Discussionmentioning

confidence: 99%

App-based morphological training produces lasting effects on word knowledge in primary school children: A randomized controlled trial.

Torkildsen¹,

Bratlie²,

Kristensen³

et al. 2022

Journal of Educational Psychology

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Educational Impact and Implications StatementWords can consist of several meaningful parts, or morphemes, such as -ist in guitarist and re-in reuse. Understanding common morphemes helps children infer the meanings of new words. In this study, we tested the effects of working with an educational application (app) focusing on morphemes. Children completed app exercises such as sorting words or pictures according to their meaning, combining morphemes to build words, or identifying the correct word or morpheme to fit a sentence or picture context. We found that the app was effective in improving Norwegian second graders' ability to explain, understand, read, and spell words, including words which were not shown in the app, but which contained trained morphemes. The brief low-cost training produced long-term effects with a minimal burden on teachers.

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Section: Discussionmentioning

confidence: 99%

App-based morphological training produces lasting effects on word knowledge in primary school children: A randomized controlled trial.

Torkildsen¹,

Bratlie²,

Kristensen³

et al. 2022

Journal of Educational Psychology

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“…Finally, this study had children verify presented solutions, which may not entail the same processes or yield the same outcomes as a task that requires children to produce the solutions (e.g., Ashcraft, Fierman, & Bartolotta, 1984 ; Campbell & Tarling, 1996 ; Zbrodoff & Logan, 1990 ). In the memory domain verification and production are analogous to recognition versus recall memory ( Craik & McDowd, 1987 ; Haist, Shimamura, & Squire, 1992 ; Rawson & Zamary, 2019 ; Rhodes, Greene, & Naveh-Benjamin, 2019 ), and in the language domain they are analogous to comprehension versus production ( Glenberg & Gallese, 2012 ; Pickering & Garrod, 2013 ; Rommers, Dell, & Benjamin, 2020 ). Thus, it is not unreasonable to expect differences.…”

Section: Discussionmentioning

confidence: 99%

When multiplying is meaningful in memory: Electrophysiological signature of the problem size effect in children

Dickson

Grenier

Obinyan

et al. 2022

Journal of Experimental Child Psychology

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“…Few studies have directly compared different types of recall tasks (note, as mentioned above, most other studies investigated differences between recognition-oriented tasks and recall tasks, e.g., Kang et al 2007;Rawson and Zamary 2019;Smith and Karpicke 2014). A meta-analysis can, however, also compare the effects sizes of studies using different types of recall tasks.…”

Section: Direct Effects Of Retrieval Practicementioning

confidence: 99%

It matters how to recall – task differences in retrieval practice

et al. 2020

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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.

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Why is free recall practice more effective than recognition practice for enhancing memory? Evaluating the relational processing hypothesis

Cited by 21 publications

References 33 publications

App-based morphological training produces lasting effects on word knowledge in primary school children: A randomized controlled trial.

App-based morphological training produces lasting effects on word knowledge in primary school children: A randomized controlled trial.

When multiplying is meaningful in memory: Electrophysiological signature of the problem size effect in children

It matters how to recall – task differences in retrieval practice

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