Learning with retrieval-based concept mapping.

@article{Blunt2014LearningWR,
  title={Learning with retrieval-based concept mapping.},
  author={Jane Blunt and Jeffrey D. Karpicke},
  journal={Journal of Educational Psychology},
  year={2014},
  volume={106},
  pages={849-858}
}
Students typically create concept maps while they view the material they are trying to learn. In these circumstances, concept mapping serves as an elaborative study activity—students are not required to retrieve the material they are learning. In 2 experiments, we examined the effectiveness of concept mapping when it is used as a retrieval practice activity. In Experiment 1, students read educational texts and practiced retrieval either by writing down as many ideas as they could recall in… 

Figures and Tables from this paper

Comparing and combining retrieval practice and concept mapping.
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
A specific benefit of retrieval-based concept mapping to enhance learning from texts
TLDR
Results revealed that retrieval-based concept mapping before free recall by means of paragraph writing resulted in better learning on a 2-week delayed test than performing the same activities the other way round, contradict the general idea that it is retrieval itself, regardless of the activity it is embedded in, what promotes learning.
Examining the Effectiveness of Retrieval-based Learning Strategies in First Generation College Students
TLDR
The purpose of the present research is to examine whether standard retrieval-based learning strategies, such as free recall, will help improve meaningful learning in college students who may not be as strong academically.
Does Providing Prompts During Retrieval Practice Improve Learning
Summary The purpose of this investigation was to identify ways to prompt retrieval practice to make recall even more effective at producing meaningful learning. In two experiments, subjects read
Effects of Strategy Training and Elaboration vs. Retrieval Settings on Learning of Cell Biology Using Concept Mapping
TLDR
A significantly positive but setting-independent effect of the CM strategy training on methodical CM skills is shown, implying that CM in retrieval settings could be as effective as in elaboration settings.
Mapping Concepts for Learning
TLDR
The instructor discovered that although concept maps were much more difficult to design initially, graduate students appeared to enjoy the option of reviewing a visual organizer of the key points in the textbook chapters than reading text-based notes.
Generative learning versus retrieval practice in learning from text: The cohesion and elaboration of the text matters.
Both generative learning tasks and retrieval practice tasks can serve as a beneficial follow-up to an initial study phase in which learners have studied new learning material. However, research that
...
...

References

SHOWING 1-10 OF 28 REFERENCES
Retrieval Practice Produces More Learning than Elaborative Studying with Concept Mapping
The study found that students using the retrievalpractice technique scored significantly higher than students using the study-once, repeated-study, and concept-mapping techniques. The average percent
Is expanding retrieval a superior method for learning text materials?
TLDR
Overall it was found that repeated testing enhanced retention more than did taking a single test, testing with feedback produced better retention than testing without feedback, but most importantly there were no differences between expanding and equally spaced schedules of retrieval practice.
Making learning visible: the role of concept mapping in higher education
This article develops the concept‐mapping method as a tool for enhancing teaching quality in higher education. In particular, it describes how concept mapping can be used to transform abstract
Covert retrieval practice benefits retention as much as overt retrieval practice.
TLDR
It is concluded that covert retrieval practice is as effective as overt retrieval practice, a conclusion that contravenes hypotheses in the literature proposing that overt responding is better and has an important educational implication: Students can learn as much from covert self-testing as they would from overt responding.
Results and Implications of a 12-Year Longitudinal Study of Science Concept Learning
Abstract This paper describes the methods and outcomes of a 12-year longitudinal study into the effects of an early intervention program, while reflecting back on changes that have occurred in
Monitoring one's own knowledge during study : A cue-utilization approach to judgments of learning
How do people monitor their knowledge during acquisition? A cue-utilization approach to judgments of learning (JOLs) is outlined, distinguishing 3 types of cues for JOLs: intrinsic, extrinsic, and
Examining the testing effect with open‐ and closed‐book tests
Two experiments examined the testing effect with open-book tests, in which students view notes and textbooks while taking the test, and closed-book tests, in which students take the test without
...
...