Enhancing learning by retrieval: Enriching free recall with elaborative prompting |
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| Institution: | 1. University of Freiburg, Department of Educational and Developmental Psychology, Engelbergerstr. 41, 79085 Freiburg, Germany;2. Iowa State University, Department of Psychology, W112 Lagomarcino Hall, Ames, IA 50011-1041, USA;1. Lindenwood University, United States;2. Washington University in Saint Louis, United States;1. Leibniz-Institut für Wissensmedien, Tübingen, Germany;2. University of Tübingen, Germany;3. University of Freiburg, Germany;1. St. Mary''s College of Maryland, 47645 College Drive, St. Mary''s City, MD 20686, USA;2. Kent State University, 800 East Summit St., Kent, OH 44240, USA |
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| Abstract: | It is well-established in memory research that retrieval fosters learning. When applying this effect in education, it is an important question which type of retrieval task works best. Several studies have shown that learning is enhanced by linking new information with prior knowledge. A potential approach to making retrieval more effective, therefore, is to enrich retrieval instructions with the requirement to elaborate on the learning contents and link them to what is already known. In this study, we compared a free recall condition, as used in many studies on learning by retrieval, with a prompted recall condition in which learners were required to recall the information and apply it to their lives. Fifty-six undergraduate students were randomly assigned to one of these two conditions. They learned from a video-recorded lecture. One week later, learning outcomes were assessed by a posttest measuring fact recall and comprehension of the contents from the video lecture. Learners in the prompted recall group, compared to the free recall group, used more elaborative strategies in response to the recall task and achieved better comprehension scores. The effect on comprehension was mediated by the use of elaborative strategies. This pattern of results supports the constructive retrieval hypothesis, stating that retrieval is most effective when it involves constructive elaboration of the contents being learned. Our findings also encourage the use of pedagogical tasks in classroom teaching that combine elaboration and retrieval. |
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| Keywords: | Learning by retrieval Retrieval practice Elaborative retrieval Learning journals Learning strategies Testing effect |
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