Retrieval Practice Produces More Learning than Elaborative Studying with Concept Mapping

@article{Karpicke2011RetrievalPP,
  title={Retrieval Practice Produces More Learning than Elaborative Studying with Concept Mapping},
  author={Jeffrey D. Karpicke and Jane Blunt},
  journal={Science},
  year={2011},
  volume={331},
  pages={772 - 775}
}
Educators rely heavily on learning activities that encourage elaborative studying, whereas activities that require students to practice retrieving and reconstructing knowledge are used less frequently. [] Key Result Our findings support the theory that retrieval practice enhances learning by retrieval-specific mechanisms rather than by elaborative study processes. Retrieval practice is an effective tool to promote conceptual learning about science.
Comment on “Retrieval Practice Produces More Learning than Elaborative Studying with Concept Mapping”
TLDR
Karpicke and Blunt reported that retrieval practice produces greater gains in learning than elaborative studying with concept mapping and concluded that this strategy is a powerful way to promote meaningful learning of complex concepts commonly found in science education.
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.
Using Technology to Promote Student Ownership of Retrieval Practice
This chapter discusses ways to practice retrieval and how to support those activities with three education technologies. Retrieval practice, in which the learner attempts to recall information from
Retrieval-Based Learning: A Perspective for Enhancing Meaningful Learning
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The case is made that retrieval is the key process for understanding and for promoting learning, and two approaches to addressing this problem are described: classroom quizzing and a computer-based learning program that guides students to practice retrieval.
Response to Comment on “Retrieval Practice Produces More Learning than Elaborative Studying with Concept Mapping”
TLDR
It is emphasized that randomized, controlled studies in both laboratory and classroom settings are essential to identifying effective strategies that promote meaningful learning.
Retrieval‐Based Learning: Research at the Interface between Cognitive Science and Education
This essay reviews research on retrieval-based learning, which refers to the general finding that practicing active retrieval enhances long-term, meaningful learning. The idea that retrieval promotes
Retrieval-Based Learning : Research at the Interface between Cognitive Science and Education
This essay reviews research on retrieval-based learning, which refers to the general finding that practicing active retrieval enhances long-term,meaningful learning. The idea that retrieval promotes
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
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