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.
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It is emphasized that randomized, controlled studies in both laboratory and classroom settings are essential to identifying effective strategies that promote meaningful learning.
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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
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Review is often more effective when it involves deliberate memory retrieval. However, this advantage may depend on a high rate of retrieval success; students who are less capable with the material
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Practicing retrieval shortly after learning can slow the forgetting process, and this benefit can be seen across various material types, and it seems prevalent in all ages and learners abilities and on all types of test.
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